Classroom

Should Cell Phones Be Allowed In The Classroom? Personally, I think cell phones should be allowed in the classrooms as they can benefit students in many ways. Student’s listen to music on them, do research on them, and they benefit students with individual education plans. To start, cell phones should be allowed in the classroom, as student’s use them to listen to music. In addition, listening to music helps people concentrate on their learning as it avoids them from getting distracted at what is going on around them. Also, listening to music helps student’s deal with emotional problems, stress, etc.

Therefore, students should be allowed to bring their cell phones to class. Next, I think students should be able to bring their cell phones to class considering it is helpful when it comes to them having to do research on something. Cell phones are helpful to students when it comes to doing research, as they can save what they researched on their phone and come back to it later. Furthermore, cell phones are good when it comes to needing to do research as sometimes you could wait days to use the school computers, but if you have a cell phone with a data plan you can have all the research you want at the end of your finger tips.

In conclusion, cell phones should be allowed in the class as they do benefit student’s when it comes to doing research. Finally, cell phones should be allowed in the classroom, as they can benefit students with individual education plans. For instance, cell phones can help benefit student’s with I. E. P’s because they have cameras on them which student’s can use to take pictures of their assignments who cannot write, student’s can also type up their work and print it, and lastly if they have a hard time when it comes to reading something they can use applications like Kurzweil or dragon and have it audio read to them.

To summarize, I think cell phones should be allowed in class, as they are a very useful device when it comes down to students with individual education plans learning. To conclude, students should have the privilege of bringing their cell phones to class, as they can help benefit students in their learning in several ways. For example, they can be used as a calculator for math. To wrap it up, students should be able to bring their mobile devices to class, as they can benefit students in so many ways.

Argumentative essay Mobile cell phones should be limited in certain schools Mobile phones can be an issue in certain schools. Mobile phones should be banned in elementary and middle schools. However, phones during class in high school and college should be up to the teacher, whether or not to have them. As youths get older, they become more responsible on how they use their phones. Elementary schools shouldn’t have phones’ period. The kids shouldn’t have a phone that young. They don’t need it for many reasons. Parents know where they are any ways. There is always an adult around. In case of an emergency, the school can contact the parents.

There is also a phone in the office and every classroom. Kids that young are easily distracted and those having a phone will make it worse. If they have a phone, they won’t do their class work or homework. They are not as social because they are too distracted with the latest Smartphone. Kids wouldn’t have as much fun with their friends that are over. They would be too involved in looking at their cell phones. Having a cell phone when in elementary school can help when kids are walking home from school. If the kids don’t answer the house phone when they are home, they are more likely to answer their cell phones.

If they are outside, and their parents try to call they won’t hear the house phone. Kids won’t bring out the house phone; however, will bring their own cell phone. On the other hand, say that a group of 5th graders are walking to get a drink from sonic or 7-elven they have something in case one of the parents wants to text them to see where they are. Middle schools should have phones either during school hours. Middle schoolers can be a little active. When you have a cell phone, they are more likely to cheat during a test. The students are more probable to text parents to get them out of a test or quiz.

They are more likely to get into trouble. During class, they could be internet surfing and texting. They also could make wrong calls to authorities. Making an artificial call to authorities can make what you did a lot worse. Some parents think that schools should let students have their phones in use during school. They are a little more independent. They will always change their mind of what they are doing. If they have a parent pick them up, and they do an activity after school, and that activity gets canceled for some reason, the kids have to let the parents know.

If a shooting happens during school hours, and the kids made it out, that would be a comfortable thing to do is to let the parents know. However, if they are stick in a classroom for a school shooting, it’s an easy way to text the parents to let them know that they kids are okay. Thankfully, the Deer Creek Middle school shooting happened after school hours, and almost everyone got away safely. The Deer Creek shooting was probably one of the things that scared me. I knew a lot of people that went to the school at the time. A gentleman came to the school grounds and started to shoot as students were leaving to head home.

The shooter had gone to the school before to look around. He shot a girl in the arm and a boy in the chest. None of the students died. Students were either already on the bus, walking or getting picked up by a parent. Many students ran to Stony Creek, a nearby elementary school, to get away. Some of the students managed to jump into some strangers’ cars as well. Dr. Benke, a math teacher who was on bus duty, managed to get him onto the ground without getting more rounds off. Students who had phones were able to text friends to see if they were okay and to text parents. High school can be like college.

The school should let the teachers pick if students are allowed to have phones or not. Students in high school are a little more responsible. The students know what is wrong and right. Students in high school are a little more responsible. If they really need to use their phones, they will go out into the hallways. For example if they needed to call their parents or any relative, for some reason. Most students are good about not using their phones during tests. Some classes do have some days where they need to look things up and that is where the smart phones come in handy.

For example, if you are taking a foreign language class and need to look it up, you have the phone to look it up. That is if the teacher is busy and you can find it in the book. If they teachers don’t say anything about phones they can’t get mad at the students. Cell phones should be very limited in high school but not as strict as middle school. For example, they should be allowed during passing period and lunch but not classes. Phones should be turned in when they are taking a test or quiz. Students are allowed to get it after everyone is done.

If they have their phones out the students can take a picture of it and send it to other students as well as looking up answers. Students could also not pay attention to something that they need to know for college or their career path. They won’t focus on what is really important. Cell phones already take over so much of student’s lives. College is a big campus to control, that’s why teachers should be allowed to pick whether or not to have cell phones in their classrooms. The president of the university can tell the teachers, that cell aren’t allowed. The students are old enough not to use phones in class.

Nevertheless, there are certain times during class that it is appropriate time to use a phone. If a teacher has a more than 30 students, it is hard to see who has a phone or not. Students who are in a class that is not allowed to use a cell phone, may still try to sink using their phone. Many people can be split on phones in class in college. Ages in college, especially at Metro vary. Students who are older may have kids and need to be in contact with their kids. If they have later classes between one and three they may have their kid’s text them to let them know that they are home or got over to a friend’s house.

As you go up in education the more it will change. Plus, the more you have to be responsible for yourself and your actions. Anyone having a cell phone can make you want and not want to do things that you normally do or not do. Students are more likely to use their phones during school than outside of school. With my own experience I’ve noticed that I would use my phone more during class than when I’m out of class. That’s why it should be limited in schools. Like being banned in elementary and middle schools and then having

Premise Used the Analysis and Completion of Report and Justifications

Pull offing human resource, order and supplies of resource

Pull offing of human resources use to inspect the activities from get downing to the terminal of the building work. So, a good undertaking direction must smartly prosecute the efficient feat of labour. In this subdivision, Numberss of specializer participate, sum of hired workers or employee and name listing will listed out. About workers, we about hire 65 workers and guarantee those workers are legal. Pull offing the human resources is able to do certain the undertaking can run with swimmingly, because if delay occupation in either one subdivision, it will impact the undermentioned activities. So, the continuance to managing of human resources will meet for 1 hebdomad and another 1 hebdomad will supply as to order and supplies the resources, such as edifice stuffs. Why order the edifice stuffs need usage of 1 hebdomad to finish? Because telling a quality of stuffs is an highly of import subdivision in building procedure. The high quality of stuffs will be chosen in full edifice procedure which to concern about user safety while they are utilizing. So, this subdivision should be pull off decently and to guarantee that we have sufficient clip to obtain the quality and necessary edifice stuffs.

Leveling of land and stacking

This subdivision ; dimensioning, grading of land and stacking foundation should pull off with decently because it will impact the full building procedure. We had measured good about the size of land we needed before the building commence. After that, we will get down leveling the land after the size of land is confirmed. After completion of those, so began stacking foundation. A foundation is need to back up the weight of whole edifice. So, a proper foundation work is indispensable to guarantee that the base construction is stable, strong and able to defy all of the burden. This full subdivision have entire 30 workers will delegate to this occupation and will be taken entire 6 hebdomads to finish and it including issue that delay the work such as errors in dirt study, bad conditions conditions and others.

Drain system

The drainage system besides need to pull off with decently because it may do all kinds of jobs to develop. For illustration, pipes to barricade, it may do the toilet’s drainage is non smooth, the H2O will go ponding, which is H2O that’s non traveling off and it will do people incommodiousness. So, this subdivision must be managed with decently and to guarantee that job will non go on. In this subdivision, there are entire 20 workers and 4 hebdomads will be taken to finish it.

Footing and columns four of floor block

After finish grading of land, stacking and drainage system’s subdivision, so will get down of terms and columns four of floor block. Footing are the parts of of import subdivision in building phase. Normally, they are reinforced with concrete and rebar has been poured to unearth trenches. After that, workers should detect the concrete has no snap when the concrete wholly dry. In this procedure, it is necessitate a long clip to allow the concrete prohibitionist before carry on the following activities. Hence, entire 30 workers and 12 hebdomads will be taken to carry on this subdivision.

Constructing floor slab, walls, doors, window and paseo

After complete those subdivision, will get down edifice floor slab, walls, doors, window and paseo on each floor. Constructing shocking slabs should pull off with decently, because it’s used to defy all of the burden. So, we had make certain that the concrete floor slab panel are put ining at edifice building are high quality, to guarantee that it can defy all of the burden. Constructing the floor slab better cautiousness on it because it may ensue in serious snap job and slab remission, particularly in slab placed on hapless undersoil. After that, they will get down to construct a walls, window, doors and paseo. Door size, paseos and stepss is to guarantee the flows of pupils are smooth when they enter or exit the schoolroom. The steps besides will functioning every bit 2 rows at each floor. This full subdivision have 35 workers to delegate this occupation and will taken entire 14 hebdomads to finish and it including issue that delay the work such as hurts of worker, bad conditions conditions and others.

Concept roofing and ceiling board

Roofing is the first bed to cover the top portion of the edifice to forestall leaking of rain H2O or exposed from the sunshine. To avoid roofing destroy by natural jeopardies, choice stuff of roof should be chosen to get the better of harm issues such as blowing of strong air current, storms, rain and others. Then about the ceiling board, the gypsum board has been chosen to construct up the ceiling following by the roof constructed complete. In order to avoid the ceiling board easy broken and may do pupils injured, build the ceiling board should be managed by decently. We had chosen the high quality of gypsum board to construct up the ceiling and guarantee that it could non easy harm. This subdivision, entire 25 workers and 7 hebdomads will be taken to carry on it.

Construct the rain trough

After finish concept the roofing and ceiling board, will get down to build the rain trough. The primary map of rain trough is to direct rain from the roof of the edifice to the land, in such a manner it does non damage the edifice with easy. As like that, TARUC besides can no necessitate pass money to rework the edifice in a short clip. About this subdivision, will be taken entire 5 workers and 3 hebdomads to finish it.

Construct divider walls

About concept divider walls this subdivision, we will build a movable divider walls between schoolrooms to move as an intermediate units. Because, it has multi-function. For illustration, when pupils during test, all of the divider walls can be moved to transform the schoolrooms into a hall to go the exam locale. As like that, it can salvage topographic point and salvage cost. The classrooms transform into a hall can suit more pupils when they are assemble and TARUC besides can salvage cost, need non to construct another hall to go a pupil test locale. Construct divider walls, will be taken entire 15 workers and 4 hebdomads to finish.

Construct the public toilet, tiling, repairing of lavatories fixtures and equipment

In order to allow pupils no demand to travel to the lavatory so far off, we will be concept 1 male public toilet and 1 female public toilet with 6 lavatories at each floor. It’s in order to do them more convenience. In order to allow pupils are safety and avoid go oning accident when usage the lavatory, we will take antiskid tiling to go a toilet’s tile. It’s avoid people slip easy. Then, the fixture and equipment of lavatory which are include wash basins, H2O pipe, drier and other. Complete this subdivision, will be taken entire 25 workers and 6 hebdomads to carry on.

Internal picture

In this subdivision, odorless, eco-friendly, non-toxic and easy maintained pigment will be chosen. The colour chosen for picture is of import because in order to construct a comfy acquisition and learning country. The wall will be painted in 2 beds. 1 bed is an underpainting and another bed will be a white colour pigment. 15 workers will delegate in this occupation and estimated clip for the internal picture occupation brush for 2 hebdomads as unskilled labour may detain the velocity to finish the occupation.

Installation of electrical supplies, electrical lighting and fixture system

In this subdivision, the most complicated subdivision are install wiring and electric socket, it should put in decently to guarantee that the electricity able connect to overseas telegram. Lightning is of import to a schoolrooms, we need to guarantee that pupils can see the white board and projector screen with clearly when coach instruction, we had chosen a bright visible radiation. Furthermore, we besides choose the types of illuming are low electromotive force electrical system and energy salvaging to salvage cost on electric measure and protect environment every bit good. 10 workers will in charge in this subdivision and the continuance to transport on this subdivision will take entire 5 hebdomads.

Install the fire water faucet equipment

The fire hydrant equipment is necessary equipment that need to put in near the edifice because if happen fire incident, it can direct decide job. So, it is highly of import to a whole edifice. About install the fire hydrant equipment we will managed with decently, we need to guarantee that the fire water faucet can be used with swimmingly when have pressing demand. Complete this subdivision, will be taken entire 5 workers and 5 hebdomads to carry on.

Install the H2O dispenser equipment at each floor

In a hot twenty-four hours, H2O dispenser equipment can said that is highly of import to a pupil, because they need a batch of H2O to quench. In order to allow pupils can imbibe H2O at anytime, anyplace in the hot twenty-four hours, we are install the H2O dispenser equipment at each paseo, its let pupils can acquire the H2O with more convenience and guarantee that they are non H2O deficit. The H2O dispenser has provide hot and cold H2O to allow the pupils chosen. Install this equipment will take entire 5 workers and 4 hebdomads to finish it.

Puting of floor rubrics, Windowss and doors

After finish install those equipment, following should be puting the floor rubrics, installing of Windowss and doors. The doors for entryway or issue should be equip with the maps of slow and quite closing to a tight sound when it’s to the full closed. Besides, the stepss and paseo should construct in proper size and way to avoid the deformation learning procedure in advancement. This subdivision, will be taken entire 15 workers and 5 hebdomads to carry on.

Construct the landscapes on new schoolroom block

In order to allow a pupils have a fresh and beautiful environment, we will set a assorted types of flowers and trees in the garden. The trees can cut down the air temperature by barricading sunshine and it besides can shadow difficult surface countries, such as pavements and edifice therefore minimising landscape heat burden. Hence, we set up a chairs under the tree in order to allow pupils can discourse assignment or chit-chat at that topographic point during a break times. The landscapes at new schoolroom block, we will take entire 10 workers and 2 hebdomads to build and it including issue that delay the work such as bad conditions conditions.

External picture

After finish concept the landscapes, we will get down the external picture. The picture merchandises are chosen rainproof, odourless, acerb and fungus resistant to avoid utmost rain H2O or hot conditions affects the edifice mentality. External picture besides will be painted in 2 beds. 1 beds is underpainting and another bed is peach colour pigment and unite some design. 10 workers will delegate in this occupation and estimated clip for the external picture occupation brush for 2 hebdomads as unskilled labour and upwind conditions may detain the velocity to finish the occupation.

Puting and repairing the air conditioning system, fans and light bulb

Puting the air conditioner system and fans is to heighten plenty air supply to present a cool air around the schoolroom, there are entire 2 air conditioners and 3 fans which are environmental friendly will be puting. The types of air conditioner and fan should run with noiseless operation, it is to forestall pupils will disturbance from noise when they attend categories. There are 10 workers and entire 5 hebdomads times will be taken including clip taken in care occupation.

Puting and repairing the computing machine equipment, projector, projector screen and white board

Puting computing machine equipment, projector, projector screen and white board is required in schoolrooms. The computing machine should put in to the projector to enable coach show information at the projector screen. And the projector should high quality which to guarantee that the information are show from the projector are clearly. The size of white board should be larger in order to allow coach able to compose extra information. Puting for this subdivision, entire 10 workers to delegate this occupation and will take entire 4 hebdomads times including error or faulty occur in puting procedure.

Puting and repairing of tabular arraies, chairs, talker, mike, dais and host station

The size of schoolrooms able accommodate around 30 pupils ; the tabular arraies with chairs will be provided with 30 set to enable 30 pupils to utilize. Besides, the schoolrooms besides will puting a talker and mike, it is enable full pupils can listen with clearly when coach is use mike instruction at the host station. Podium besides needed as coach can put their paperss or file while learning. Puting for this subdivision will take entire 5 workers and 4 hebdomads to finish.

Beautifying, touchup and signage

After completed puting all system and equipment, will get down beautifying and touchup the edifice. We had to touchup the exterior paintwork where it was necessary in order to lift ocular perceptual experience. The signage of new schoolroom block will be a ‘Block W’ , and this signage will construct every bit large as possible at wall of the edifice in order to allow pupils can comprehend with easy. About each schoolrooms of signage will put as ‘W001’ until ‘W024’ . This subdivision, 5 workers will to delegate it and will take 2 hebdomads to carry on.

Clearing and cleansing

In glade and cleansing occupations, we will clean up up all of the equipment are used in the building edifice. Besides, we besides need to clean the full edifice of schoolrooms to do certain that the classroom’s environment are clean and free from dust before a coachs and pupils get downing utilizing. This full subdivision will lend by 5 workers and used for 1 hebdomad to behavior.

Authority cheque for safety business

This subdivision is the last and besides is the most of import subdivision in this full procedure. Because it’s to do certain that the installations are safety and able to work. Electric contraptions such as electric socket, illuming and air conditioner should be trial. Equipment such as computing machine, projector and projector screen and others should re-examine to guarantee that there are able to work when tutor start to utilize. Ceiling board and Windowss should be examined every bit good to forestall leaking of rainwater while raining. Hence, this subdivision will take 1 hebdomads to finish and after, this full procedure can be said to be finished.

1. Introduction/ Description on Undertaking

This undertaking is an enlargement of schoolrooms undertaking in TAR UC in chief campus which is located in Setapak country, Kuala Lumpur. We are building a block of 4 storey walk-up schoolrooms. This undertaking will take an estimated of 78 weeks/ 20 months. The intent of this undertaking is to run into and work out the job of insufficient schoolrooms due to raising figure of pupils in TAR UC. Other than merely constructing more schoolrooms we besides intend to supply a more comfy learning environment to lectors and better larning environment to pupils. Therefore, this undertaking requires elaborate planning and organizing.

In this undertaking, we are building 8 schoolrooms on each floor, so there will be a sum of 32 schoolrooms. In order to supply a good-condition acquisition environment, we will put in a white board, dais, host station, 30 sets of tabular array and chair, 2 air conditioners and 4 ceiling fans. Air conditioner that we are traveling to put in in schoolrooms are inverted air conditioner as this merchandise will non let go of harmful gases that will finally harm student’s wellness.

To help the lecturers’ learning in category, we will so fit the schoolrooms with some installations. For illustration projector screens projector, talker, mike and besides computing machine.

Other than that, we will do a movable divider between schoolrooms to move as intermediate units. All the dividers can be moved to change over the schoolroom into a hall for other uses for illustration to go an exam locale during test. 2 rows of stairway are planned for each floor. One male public toilet and one female public toilet with 6 lavatories will be constructed at each floor. Students will non hold to wait long in the public toilet as more lavatories are provided.

5. Opinions, Recommendations and Decisions

Sing to the premises of telling building stuffs or any natural stuffs needed from different providers, this may increase the edifice cost for this undertaking. For illustration, we might necessitate to pay excess for logistic, transit or workers fees. After all, we need to see the bringing clip of stuffs. Therefore, we recommend that telling of building and natural stuffs are better from providers that provide good quality stuffs and besides bringing of stuffs to building site. This will straight assist to cut down a spot of the building cost in this undertaking.

Besides that, conditions during the whole building undertaking will impact the advancement of building work. We assume workers can non work on raining yearss. For any hold of completion work after the agreed day of the month, builder will be fined and it might besides impact the college’s agreement of category division for new semester. Hence, we recommend constructing collapsible shelters at building site. Besides, workers have to guarantee that certain natural stuffs could non acquire wet. Workers’ advancement could be slow during raining twenty-four hours even with collapsible shelters provided. However, workers do non hold the alibi to halt working wholly and merely acquire back to work until the rain Michigans.

In add-on, we include the healthy job about the employee like they may vomit or acquire injured in working, so we should purchase them insurance. So, we should engage more employees in order to forestall the hold of building work due to absent of employee. Furthermore, employee satisfaction will straight act upon the full procedure, therefore we should supply standard measure of nutrient for them while working. This will assist to diminish the feeding clip, better the energy and satisfaction of worker and take the building work complete expeditiously.

As building workers will be working in college’s compound, safety of all including pupils and lectors need to be put in precedence. So we need the individuality and listing of all the building workers to guarantee workers are legal. College need to work with the building company that has good repute and efficient.

9-494-070 NOVEMBER 18, 1993 JOHN J. GABARRO Thurgood Marshall High School On July 15, David Kane became principal of the Thurgood Marshall High School, the newest of the six high schools in Great Falls, Illinois. The school had opened two years earlier amid national acclaim for being an important breakthrough in inner-city education. Among its many features, the school was specially designed and constructed for the “house system” concept.

Marshall High’s organization was broken down into four “houses,” each of which contained 300 students, a faculty of 18, and a housemaster. The Marshall complex was designed so that each house was in a separate building connected to the “core facilities”1 and other houses by an enclosed outside passageway. Each house had its own entrance, classrooms, toilets, conference rooms, and housemaster’s office. (See Exhibit 1 for the layout. ) Kane knew that Marshall High was not intended to be an ordinary school.

It had been hailed as a major innovation in inner-city education, and a Chicago television station had made a documentary about it shortly after it opened. Marshall High had opened with a carefully selected staff of teachers; many were chosen from other Great Falls schools and at least a dozen had been especially recruited from out-of-state. Indeed, Kane knew his faculty included graduates from several East and West Coast schools such as Stanford, Yale, and Princeton, as well as several of the very best midwestern schools.

Even the racial mix of students had been carefully balanced so that African-Americans, whites, and Hipics each constituted a third of the student body (although Kane also knew— perhaps better than its planners—that Marshall’s students were drawn from the toughest and poorest areas of the city). The building itself was also widely admired for its beauty and functionality and had won several national architectural awards. Despite these careful and elaborate preparations, Marshall High School was in erious difficulty by the time Kane became its principal. It had been wracked by violence the preceding year, having been closed twice by student disturbances and once by a teacher walkout. It was also widely reported (although Kane did not know for sure) that achievement scores of its ninth and tenth grade students had actually declined during the last two years, while no significant improvement could be found in the scores of eleventh and twelfth graders’ tests. Marshall High School had fallen far short of its planners’ hopes and expectations. The core facilities included the cafeteria, nurses’ room, guidance offices, the boys’ and girls’ gyms, the offices, the shops, and auditorium. ________________________________________________________________________________________________________________ Professor John J. Gabarro prepared this case. HBS cases are developed solely as the basis for class discussion. This case is a revised and redisguided version of “Robert F. Kennedy High School,” HBS No. 474-183. Cases are not intended to serve as endorsements, sources of primary data, or illustrations of effective or ineffective management.

Copyright © 1993 President and Fellows of Harvard College. To order copies or request permission to reproduce materials, call 1-800-545-7685, write Harvard Business School Publishing, Boston, MA 02163, or go to www. hbsp. harvard. edu/educators. This publication may not be digitized, photocopied, or otherwise reproduced, posted, or transmitted, without the permission of Harvard Business School. 494-070 Thurgood Marshall High School David Kane An athletic man who stood over 6 feet 4 inches tall, David Kane was born and raised in Great Falls, Illinois.

His father was one of the city’s first African-American principals; thus Kane was not only familiar with the city but with its school system as well. After serving a tour of duty with the U. S. Marine Corps in Viet Nam, Kane decided to follow his father’s footsteps and went to Great Falls State College, from which he received both his bachelor’s and master’s degrees in education. Kane was certified in elementary and secondary school administration, English, and physical education.

Kane had taught English and had coached in a predominantly African-American middle school until ten years ago, when he was asked to become the school’s assistant principal. After five years in that post, he was asked to take over the George La Rochelle Middle School, which had 900 pupils and was reputed to be the most difficult middle school in the city. While at La Rochelle, Kane gained a citywide reputation for being a gifted and popular administrator and was credited with turning La Rochelle around from the worst middle school in the system to one of the best.

He had been very effective in building community support, recruiting new faculty, and raising academic standards. He was also credited with turning out basketball and baseball teams that won state and county middle school championships. Kane knew that he had been selected for the Marshall job over several more senior candidates because of his ability to handle tough situations. The superintendent had made that clear when he offered Kane the job. The superintendent had also told him that he would need every bit of skill and luck he could muster. Kane knew of the formidable credentials of Dr.

Louis Parker, his predecessor at Marshall High. Parker, a white, had been the superintendent of a small, local township school system before becoming Marshall’s first principal. He had also written a book on the house system concept as well as a second book on inner-city education. Parker had earned a Ph. D. from the University of Chicago and a divinity degree from Harvard. Yet despite his impressive background and obvious ability, Parker had resigned in disillusionment and was described by many as a broken man. In fact, Kane remembered seeing the physical change that Parker had undergone over that two-year period.

Parker’s appearance had become progressively more fatigued and strained until he developed what appeared to be permanent dark rings under his eyes and a perpetual stoop. Kane remembered how he had pitied him and wondered how Parker could find the job worth the obvious personal toll it was taking. History of the School The First Year The school’s troubles became apparent in the school’s first year. Rumors of conflicts between the housemasters and the six subject area department heads were widespread by the middle of the first year.

The conflicts stemmed from differences in interpretations of curriculum policy on required learning and course content. In response to these conflicts, Parker had instituted a “free market” policy by which department heads were to encourage housemasters to offer certain courses, while housemasters were to convince department heads to assign certain teachers to their houses. Many observers in the school system felt that this policy exacerbated the conflicts. To add to this climate of conflict, a teacher was assaulted in her classroom in February.

The beating frightened many of the staff, particularly some of the older teachers. A delegation of eight teachers asked Parker to hire security guards a week after the assault. The request precipitated a debate within the faculty about the desirability of having guards in the school. One group felt that the guards would instill a sense of safety within the school and thus promote a better learning climate, while the other group felt that the presence of guards would be repressive and would 2 Thurgood Marshall High School 494-070 estroy the sense of community and trust that was developing. Parker refused the request for security guards because he believed that symbolically they would represent everything the school was trying to change. In April a teacher was robbed and beaten in her classroom after school hours and the debate was rekindled, except this time a group of Latino parents threatened to boycott the school unless better security measures were instituted. Again Parker refused the request for security guards. The Second Year The school’s second year was even more troubled than the first.

Because of budget cutbacks ordered during the previous summer, Parker was not able to replace eight teachers who resigned during the summer; it was no longer possible, therefore, for each house to staff all of its courses with its own faculty. Parker therefore instituted a “flexible staffing” policy whereby some teachers were asked to teach students from outside their assigned house; thus, students in the eleventh and twelfth grades were able to take some elective and required courses in other houses. During this period, Wesley Chase, one of the housemasters, publicly attacked the move as a step toward destroying the house system.

In a letter to the Great Falls Times, he accused the Board of Education of subverting the house concept by cutting back funds. The debate over the flexible staffing policy was heightened when two of the other housemasters joined a group of faculty and department chairpersons in opposing Wesley Chase’s criticisms. This group argued that the individual house faculties of 15 to 18 teachers could never offer their students the breadth of courses that a schoolwide faculty of 65 to 70 teachers could offer and that interhouse cross registration should be encouraged for that reason.

Further expansion of a cross-registration or flexible staffing policy was halted, however, because of difficulties encountered in the scheduling of classes in the fall. Several errors were found in the master schedule that had been planned during the preceding summer. Various schedule difficulties persisted until November, when the vice principal responsible for the scheduling of classes resigned. Burt Wilkins, a Marshall housemaster who had formerly planned the schedule at Central High, assumed the scheduling function in addition to his duties as housemaster.

The scheduling activity took most of Wilkins’s time until February. Security again became an issue when three sophomores were assaulted because they refused to give up their lunch money during a “shakedown. ” It was believed that the assailants were from outside the school. Several teachers approached Parker and asked him to request security guards from the Board of Education. Again he declined, but he asked Bill Jones, a vice principal at the school, to secure all doors except the entrances to each of the four houses, the main entrance to the school, and the cafeteria.

This move appeared to reduce the number of outsiders in the school. In May a disturbance occurred in the cafeteria that grew out of a fight between two boys. The fight spread and resulted in considerable damage to the school, including the breaking of classroom windows and desks. The disturbance was severe enough for Parker to close the school. A number of teachers and students reported that outsiders were involved in the fight and in damaging the classrooms. Several students were taken to the hospital for minor injuries but all were released.

A similar disturbance occurred two weeks later and again the school was closed. The Board of Education then ordered a temporary detail of municipal police to the school despite Parker’s advice to the contrary. In protest of the assignment of the police detail, 30 of Marshall’s 68 teachers staged a walkout that was joined by over half the student body. The police detail was removed from the school, and an agreement was worked out by an ad hoc subcommittee of the Board of Education with informal representatives of teachers who were for and against assigning a police detail.

The compromise called for the temporary stationing of a police cruiser near the school. 3 494-070 Thurgood Marshall High School Kane’s First Week at Marshall High David Kane arrived at Marshall High on Monday, July 15, and spent most of his first week interviewing individually the school’s key administrators. (See Exhibit 2 for a listing of Marshall’s administrative staff as of July 15. ) He also had a meeting with all of his administrators and department heads on Friday of that week. Kane’s purpose in these meetings was to familiarize himself with the school, its problems, and its key people.

His first interview was with William Jones, who was one of his vice principals. Jones, an AfricanAmerican, had previously worked as a counselor and then as vice principal of a middle school. Kane knew that Jones had a reputation as a tough disciplinarian and was disliked by many of the younger faculty and students. However, Kane had also heard from several teachers, whose judgment he respected, that Jones had been instrumental in keeping the school from blowing apart in the preceding year.

It became clear early in the interview that Jones felt more stringent steps were needed to keep outsiders from entering the building. In particular, Jones urged Kane to consider locking all of the school’s 30 doors, except for the front entrance, so that everyone would enter and leave through one set of doors. Jones also told him that many of the teachers and pupils had become fearful of being in the building and that “no learning will ever begin to take place until we make it so people don’t have to be afraid anymore. At the end of the interview, Jones told Kane that he had been approached by a nearby school system to become its director of counseling but that he had not yet made up his mind. He said he was committed to Marshall High and did not want to leave, but that his decision depended on how hopeful he felt about its future. As Kane talked with others, he discovered that the “door question” was one of considerable controversy within the faculty and that both pro and con feelings ran high. Two of the housemasters in particular—Wesley Chase, an African-American, and Frank Kubiak, a white—were strongly against closing the house entrances.

The two men felt that such an action would symbolically reduce house autonomy and the feeling of distinctness that was a central aspect of the house identity and pride they were trying to build. Wesley Chase, master of C House, was particularly vehement on this issue as well as on the question of whether students of one house should be allowed to take classes in another house. Chase said that the flexible staffing program introduced the preceding year had nearly destroyed the house concept and that he, Chase, would resign if Kane intended to expand the crosshouse enrollment of students.

Chase also complained about what he described as interference from department heads in his teachers’ autonomy. Chase appeared to be an outstanding housemaster from everything Kane had heard about him— even from his many enemies. Chase had an abrasive personality but seemed to have the best operating house in the school and was well liked by most of his teachers and pupils. His program also appeared to be the most innovative of all. However, it was also the program that was most frequently attacked by the department heads for lacking substance and for not covering the requirements outlined in the system’s curriculum guide.

Even with these criticisms, Kane imagined how much easier it would be if he had four housemasters like Wesley Chase. During his interviews with the other three housemasters, Kane discovered that they all felt infringed upon by the department heads, but that only Chase and Kubiak were strongly against locking the doors and that the other two housemasters actively favored crosshouse course 4 Thurgood Marshall High School 494-070 enrollments. Kane’s fourth interview was with the housemaster of A House, Burtram Wilkins, an African-American in his late forties who had been an assistant to the principal of Central High before coming to Marshall.

Wilkins spent most of the interview discussing how schedule pressures could be relieved. Wilkins was currently involved in developing the schedule for the new school year until an administrative vice principal was appointed. (Marshall High had allocations for two vice principals and two assistants in addition to the housemasters. See Exhibit 2. ) Two pieces of information concerning Wilkins came to Kane’s attention during his first week there. The first was that several teachers were circulating a letter requesting Wilkins’s removal as a housemaster because they felt he could not control the house or direct the faculty.

This surprised Kane, since he had heard that Wilkins was widely respected within the faculty and that he had earned a reputation for supporting high academic standards and working tirelessly with new teachers. However, as Kane inquired further he discovered that although Wilkins was greatly liked within the faculty, he was generally recognized as a poor housemaster. The second piece of information concerned how Wilkins’s house compared with the others. Although students had been randomly assigned to each house, Wilkins’s house had the largest absence rate and the greatest number of disciplinary problems.

Jones had also told him that Wilkins’s drop-out rate for the previous year was three times that of any other house. While Kane was in the process of interviewing his staff, he was called on by Francis Harvey, chairman of the social studies department. Harvey was a native of Great Falls, white, and in his late forties. He was scheduled for an appointment the following week but asked Kane if he could see him immediately. Harvey had heard that a letter was being circulated asking for Wilkins’s removal and therefore wanted to present the other side of the argument.

He became very emotional during the conversation and said that Wilkins was viewed by many of the teachers and department chairpersons as the only housemaster who was making an effort to maintain high academic standards; his transfer would be seen as a blow to those concerned with quality education. Harvey also described in detail Wilkins’s devotion and commitment to the school and the fact that Wilkins was the only administrator with the ability to straighten out the schedule, which he had done in addition to all his other duties.

Harvey departed by saying that if Wilkins was transferred, then he, Harvey, would write a letter to the regional accreditation council telling them how standards had sunk at Marshall. Kane assured him that it would not be necessary to take such a drastic measure and that a cooperative resolution would be found. Kane was aware of the accreditation review that Marshall High faced the following April, and he did not wish to complicate the process unnecessarily. Within 20 minutes of Harvey’s departure, Kane was visited by a young white teacher named Tim O’Reilly, who said he had heard that Harvey had come in to see Kane.

O’Reilly said he was one of the teachers who organized the movement to get rid of Wilkins. O’Reilly said he liked and admired Wilkins because of his devotion to the school, but that Wilkins’s house was so disorganized and discipline so bad that it was nearly impossible to do any good teaching. O’Reilly said that it was “a shame to lock the school when stronger leadership is all that’s needed. ” Kane’s impressions of his administrators generally matched what he had heard about them before arriving at the school. Wesley Chase seemed to be a very bright, innovative, and charismatic leader whose mere presence generated excitement.

Frank Kubiak seemed to be a highly competent though not very imaginative administrator, who had earned the respect of his faculty and students. John Di Napoli, a housemaster who was only 26, seemed very bright and earnest but unseasoned and unsure of himself. Kane felt that with a little guidance and training, Di Napoli might have the greatest promise of all. At the moment, however, Di Napoli appeared to be uncertain, and tentative, and Kane suspected that Di Napoli had difficulty simply coping. Wilkins seemed to be a sincere and devoted person who had a good mind for administrative details but an incapacity for leadership. 494-070 Thurgood Marshall High School Kane knew that he would have the opportunity to make several administrative appointments because of three vacancies that existed. Indeed, should Jones resign as vice principal, Kane could fill both vice principal positions. He knew that his recommendations for these positions would carry a great deal of weight with the central office. The only constraint Kane felt in making these appointments was the need to achieve some kind of racial balance among the Marshall administrative group.

With his own appointment as principal, the number of African-American administrators exceeded the number of white administrators by a ratio of two to one, and Marshall did not have a single Latino administrator, even though a third of its pupils had Hipic surnames. The Friday Afternoon Meeting In contrast to the individual interviews, Kane was surprised to find how quiet and conflict-free these same people were in the staff meeting he called on Friday. He was amazed at how slow, polite, and friendly the conversation appeared to be among people who had so vehemently expressed negative opinions of each other in private.

After about 45 minutes of discussion about the upcoming accreditation review, Kane broached the subject of housemaster-department head relations. The ensuing silence was finally broken by a joke Kubiak made about the uselessness of discussing that topic. Kane probed further by asking whether everyone was happy with the current practices. Harvey suggested this was a topic that might be better discussed in a smaller group. Everyone in the room seemed to agree with Harvey except for Betsy Drobna, a white woman in her late twenties who chaired the English department.

She said that one of the problems with the school was that no one was willing to tackle tough issues until they exploded. She said that relations between housemasters and department heads were terrible, and it made her job very difficult. She then attacked Wesley Chase for impeding her evaluation of a nontenured teacher in Chase’s house. The two argued for several minutes about the teacher and the quality of the experimental sophomore English course that the teacher was giving. Finally, Chase, who by now was quite angry, coldly warned Drobna that he would break her neck if she stepped into his house again.

Kane intervened in an attempt to cool both their tempers and the meeting ended shortly thereafter. The following morning, Drobna called Kane at home and told him that unless Wesley Chase publicly apologized for his threat, she would file a grievance with the teachers’ union and take it to court if necessary. Kane assured Drobna that he would talk with Chase on Monday. Kane then called Eleanor Dodd, one of the school’s math teachers whom he had known well for many years and whose judgment he respected. Dodd was a close friend of both Chase and Drobna and was also vice president of the city’s teachers’ union.

He learned from her that both had been long-term adversaries but that she felt both were excellent professionals. She also reported that Drobna would be a formidable opponent and could muster considerable support among the faculty. Dodd, who herself was African-American, feared that a confrontation between Drobna and Chase might create tensions along race lines within the school even though both Drobna and Chase were generally quite popular with students of all races. Dodd strongly urged Kane not to let the matter drop. She also told him she had overheard Bill Jones, the vice principal, say at a party the preceding night hat he felt Kane didn’t have either the stomach or the forcefulness necessary to survive at Marshall. Jones further stated that the only reason he was staying was that he did not expect Kane to last the year. Should that prove to be the case, Jones felt that he would be appointed principal. 6 Exhibit 1 494-070 -7- 494-070 Exhibit 2 Illinois Thurgood Marshall High School Administrative Organization, Thurgood Marshall High School, Great Falls, Principal David Kane, 42 (African-American) B. Ed. , M. Ed. , Great Falls State College Vice Principal William Jones, 44 (African-American) B. Ed. , Breakwater State College M. Ed. counseling), Great Falls State College Vice Principal Housemaster, A House Burtram Wilkins, 47 (African-American) B. S. , M. Ed. , University of Illinois Housemaster, B House Frank Kubiak, 36 (white) B. S. , University of Illinois M. Ed. , Great Falls State College Housemaster, C House Wesley Chase, 32 (African-American) A. B. , Wesleyan University B. F. A. , Pratt Institute M. A. T. , Yale University Housemaster, D House John Di Napoli, 26 (Italian-American) B. Ed. , Great Falls State College M. Ed. , Ohio State University Assistant to the Principal Vacant Assistant to the Principal (for community affairs) 8 Vacant Vacant

The Left Brain vs. the Right Brain: How Does This Impact Learning Over the years, schools have been teaching in the traditional way. This has proven to be successful for many students, but not all. By breaking down the brain and how each side of it processes information could make a more conducive learning environment. If both sides are maximized in the classroom, all of the students are able to excel. Which should be the goal of all schools. Before comparing the styles, knowing how the brain processes the information for different people needs to be looked at.

The brain processes information by the type of information that it is. Each side of the brain will process information differently. The left side of the brain will generally process information in a linear fashion. It will take the information and put it in a line and then draw the conclusion at the end. This is a sequential type of thinking. The left brain excels at information that comes in symbols, such as math formulas. It think of things in a logical sense. It can work through a problem in the logical sequence to come to the conclusion or answer.

The left brained individual does not have any issues with expressing themselves verbally. They know what they want to say, and they can say it correctly. The left brained person is grounded in the world of reality. They are able to adjust to their surroundings (Templeton, 2012). On the other hand, the right brained person is the opposite. Instead of being linear in their way of thinking, the right brained person likes to know what the result is before discussing the topic. They need to know what the “big picture” is first so that they know where they are going.

The right brained individual will jump around from task to task, not doing them in a sequential order. They still complete the tasks, but they will not prioritize the tasks. Where the left brained person likes symbols, the right brained person likes to deal with things that they can touch, real objects. The left brain looks at things in a logical manner, the right brain does things that feel right. They will base choices off of how they feel about something. A right brained person will want to see things visually. They will make mental pictures of the things that are discussed.

The right brained person may have difficulty in meeting deadlines because they want to change the things around them and are less attune to reality (Templeton, 2012). Now that the aspects of each side of the brain has been described, are we able to only function with one side of the brain? To read some of the literature that is out there on the subject, you would assume that this is what people think. If this was the case, then we would only have that side of the brain. The brain was made to work with both sides in conjunction with each other.

Yet, most people will be dominate one side more than the other. Radwan (2012) list ways that a person with either side brain dominant can use the other side. For example, a person that is left brained dominant should try to refrain from using only logic to make a decision. Radwan (2012) suggest listening to music while reading. that way the right side of the brain can be active in the process. For the person that is right brained, they should try to find out as much as they can about the issue or situation. Get more details about it.

They should also try using more numbers, this way the left side of the brain is working, too, according to Radwan (2012). How is the traditional way of teaching conducted? According to Novak (1998), the traditional way of teaching is where the teacher is the one with the power and responsibility, they play the role of the instructor. They teach through lectures. They will be the one that decides the curriculum and what they want the students to learn. Novak (1998) also states that the teachers are the reason that learning happens and that the students need to have the information that they are missing, given to them.

The classroom is generally set up with the desks or tables in a row with the teacher in the front of the classroom. The most important part of this process is the content and delivery of the lesson. It is believed that the student gets their knowledge through practice, which could include the note taking. This type of teaching will be competitive. (Johnson, 1991). Traditional style teaching can cause learning issues for some students. Not every person has the ability to learn this way. In a competitive arena, those that do not excel, may get left behind because they feel insignificant to the others.

If they are wrong in the front of the class, they may not want to answer questions, due to the feeling of being ridiculed. This type of teaching does not take into account the creative side of the student. The student that starts to “move back into their shell”, has the potential to start to fall behind. With the traditional style, that student will have a challenge to catch up since the technique is to continue to teach, fill the student with more knowledge. Brain based teaching is a different type of teaching then the traditional way. It is geared more for the success of the student.

It is broken down into three areas, before, during and after class. The before class section, which is conducted way in advance of the class, has two steps: pre-exposure and the environment. The pre-exposure has the teacher plan for those students that will need some extra help. The teacher determines how they will engage the students, making it interactive, to make them remember more of the lesson. The environment cannot always be adjusted, but when it can, the teacher will want to make the students feel safe. They will want to allow the students to sit wherever they want to.

The temperature and lighting will need to be adjusted and watched to ensure it is conducive with the learning environment. (Jensen, 2005) During the class, the teacher wants to ensure that they engage both the mind and body. This will keep the student awake and interested in the material. The next step will be to “frame” the lesson. This step gets the student interested in the lesson. It is like a motivator for the student to learn the material. Acquisition is the next aspect that needs to be looked at. This focuses on input where the students and teacher interact and learn from each other.

The teacher will want to elaborate on the topic to ensure that the learning has more detail. When the student has learned something new, time needs to be added at the end of class to reinforce the memory so that it can be recalled later. This is a very important part that is not done with traditional teaching. (Jensen, 2005) Jensen (2005) states that the after class section has two steps: “settling time and rest and review and revision. ” It is believed that rather than teaching a mass amount of information, interval learning is the better way.

Giving the students time to allow the information to settle by giving them breaks. As time goes on, the students will start to forget the information that was taught to them. If time is set aside to review the information and revise the students knowledge, they will remember it longer. A study was conducted in Pakistan to find out which style of teaching is more productive. It was conducted in Pakistan because the only style that has ever been taught is the traditional style. Fifty students were used in the study; twenty-five were the control, traditional, and twenty-five were the experimental.

All of the students were given a pre-test in physics. The scores were recorded and then they were taught in the two different styles. At the end of the study, they were given a post-test. The results showed that the students that studied under the brain based technique were able to learn and retain more compared to the students under the traditional style. (Ali, 2010) For years schools have taught using the traditional style of teaching. Knowing what each side of the brain processes and using that to teach students has proven to be effective.

By combining the creative side with the linear side ensures that students stay interested in the material. By staying interested, they are able to learn more, and more importantly, retain more information. References Ali, R. , Hukamdad, Ghazi, S. , Shahzad, S. , & Khan, H. (2010). The Impact of Brain Based Learning on Students Academic Achievement. Interdisciplinary Journal of Contemporary Research In Business, 2 (2). 542-556. Jensen, E. (2005). Teaching with the Brain in Mind. Alexandria, VA. Association for Supervision & Curriculum Development.

Johnson D, Johnson R. (1991). Learning Together and Alone ed3. ;Allyn & Bacon, Sydney. Novak, J. (1998). Learning, Creating and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations; Lawrence Erlbaum Associates, Inc; New Jersey, pp 24-25. Radwan, M. (2012). Learn How To Use Both Sides of Your Brain (the Left and Right Hemisphere. Retrieved from: http://www. 2knowmyself. com/The_brain/learn_how_ use_both_sides_of_your_brain_left_right. Templeton, M. (2012). Learning Styles. Retrieved from: http://frank. mtsu. edu/~studskl/hd/ learn. html.

A infinite is a physical description of a piece of land, whereas a topographic point connotes an emotional fond regard to the piece of land. [ 1 ] A Topographic point is a peculiar part of infinite, whether of definite or indefinite extent. [ 2 ] It is a “tangible” construct, intending that we can see the milieus, it is similar to the definition of location, for illustration, and our place is a topographic point where it is surrounded by walls and is sheltered. It is contained within a infinite, normally bounded by boundaries. A Space is an limitless 3-dimensional sweep in which all stuff objects are located. [ 3 ] However, we are able to restrict the infinite into a topographic point by specifying and curtailing the sweep harmonizing to how large we want it to be.

Figure 1: A topographic point or a infinite is based on one’s judgement.

An impersonal infinite is an anon. part which is non peculiarly related to a individual. To transform an impersonal topographic point into a private topographic point, we can put our personal properties in that peculiar dimension, which is sufficient for a individual to be able to roll and travel approximately and to transport out daily activities. An impersonal infinite like a schoolroom in a school can be divided into student’s ain personal zones. For illustration, each student’s country is defined by the schoolroom desk where they are able to put their ain bag, books and letter paper. This is how the pupils are able to specify that country as their ain district.

Place-making is a people-centred attack to the planning, design and direction of a infinite to a public topographic point. Put merely, it involves looking at, listening to, and inquiring inquiries to the people who live, work and play in a peculiar topographic point, to detect demands and aspirations. [ 4 ] To make a common country, it should be able to suit to the different demands of the assorted age groups of the occupants populating in that country. For case, if the vicinity has a big per centum of aged residents, the shared infinites created will be more inclined towards installations that are senior-friendly. Most likely, there will be more nursing places, clinics and aerobic exercises corner for the aged. Because of the being of such installations, people gather and therefore a community infinite is created. In this instance, the resort areas and the exercise corners are the material objects in a infinite, hence specifying a topographic point.

Centripetal experiences become integrated through the organic structure, or instead, in the very fundamental law of the organic structure and the human manner of being. Our organic structures and motions are in changeless interaction with the environment. [ 5 ] To at least some extent every topographic point can be remembered, partially because it is alone, but partially because it has affected our organic structures and generated adequate associations to keep it in our personal universes. [ 6 ] To counter place-less-ness in transient locales, interaction with the locale must affect all centripetal experiences which includes sense of sight, hearing, touch, gustatory sensation and odor.

In a impermanent locale like a hotel, prosecuting our sense of sight would intend that what we see in a hotel flat is replicative of what we have in our ain places. The material objects that made up a hotel room will include a bed, a tabular array lamp and so on, which is what we outline as a topographic point we call “bedroom” . All these are familiar happenings which we experience back in the comfort of our places. However, our sense of sight is non a stand-alone experience, it has to be interconnected and reaffirmed with our other senses. Giving an illustration of a boiling boiler of H2O, we require our sense of sight to witness that there’s steam and besides our sense of hearing when the boiler whistlings.

Figure 2: Our sense of sight is non a stand-alone experience, it has to be interconnected and reaffirmed with our other senses.

In a somewhat larger context, Singapore is a infinite, with the assorted estates and parts stand foring the several alone topographic points. Typically, the substructure, comfortss and edifices distinguish the features of a topographic point. The estates and parts which we termed “Place” is made up of several stuff objects which is specific to that part. In Central Business District ( CBD ) , the stuff objects are skyscrapers, high category hotels, eating houses, and branded shopping mercantile establishments. In lodging estates, the proviso stores, java stores and the high rise Housing Development Board ( HDB ) flats will represent as the stuff objects. Interior design can be applied to counter the consequence of place-less-ness. “Interior” here means within Singapore. Residents of Singapore can distinguish a CBD country from a lodging estate by utilizing their centripetal experiences. As described above, the sense of sight could be applied here when the residents look at the environing substructures. To utilize their sense of hearing would be to listen out for the clattering of pots and pans in the java stores, or the “clocking” sounds of the heels of office ladies in CBD countries.

In a planetary scene, Singapore is surrounded by Waterss, whereas in land locked states in the Southeast Asia Region, like Laos, there are distinguishable milieus that identify the topographic point. Here, “interior” would curtail the treatment to within Southeast Asia. In a bunco and bustle metropolis like Singapore, high rise edifices makes up its landscape. On the contrary, cragged verdure makes up the landscape of Laos. Making usage of our sense of hearing and odor will assist us to undertake the job of place-less-ness. Forestations, mountains and natural flora constitute the scenery of Laos, so the sound of crickets naming, the odor of forenoon dew and the moist wood litter will be what is alone about it. Air polluted with the intolerable odor fumes exhausts, noisy honking of the vehicles on the crowded freeway will be distinguishable to Singapore.

To hold a “sense of belonging” would connote that person is emotionally attached to a peculiar topographic point, normally a location where 1 is familiar with. It is a topographic point where the individual feels homely, comfy and safe. To a Singaporean, he or she might experience that they are at place when they see skyscrapers and high rise edifices. When remaining in a hotel, the atmosphere resembles what a individual has at place, and so they feel as if they are remaining in their ain low residence.

Wraping up, a topographic point is a subset of a infinite, and a infinite can be transformed into a topographic point by finding the stuff objects within it. Centripetal experiences are used to interact with our milieus, such that it creates a sense of acquaintance ensuing in the emotional feeling of a sense of belonging.

Figure 3: High rise edifices are a familiar sight in Singapore.

Placemaking Committee, 2008.11 rules of placemaking – Placemaking Chicago[ online ] . New York, Project for Public Spaces. Available from: hypertext transfer protocol: //www.placemakingchicago.com/about/principles.asp [ Accessed 25 May 2014 ]

Placemaking Committee, 2008.What is placemaking? – Placemaking Chicago[ online ] . New York, Project for Public Spaces. Available from: hypertext transfer protocol: //placemakingchicago.com/about/ [ Accessed 25 May 2014 ]

Dictionary.com, 2014. Place | Define Place at Dictionary.com [ online ] . IAC Corporation. Available from: hypertext transfer protocol: //dictionary.reference.com/browse/place? s=ts [ Accessed 25 May 2014 ]

Dictionary.com, 2014. Space | Define Space at Dictionary.com [ online ] . IAC Corporation. Available from: hypertext transfer protocol: //dictionary.reference.com/browse/space? s=t [ Accessed 25 May 2014 ]

Pallasmaa, Juhaini. The Eyes of the Skin: Architecture and the Senses, John Wiley & A ; Sons, erectile dysfunction. 2005.

List of Images

Figure 1: Bettina Deda, 2013.A topographic point or a infinite is based on one’s judgement.[ online ] Australia, Bettina Deda Colour Design. hypertext transfer protocol: //www.bdcolourdesign.net.au/3-proven-steps-to-start-a-room-makeover/ Fig. [ Accessed 26 May 2014 ]

Figure 2: Chris Swithinbank, 2012.Our sense of sight is non a stand-alone experience, it has to be interconnected and reaffirmed with our other senses.[ online ] US, Chrisswithinbank. hypertext transfer protocol: //www.chrisswithinbank.net/2012/08/the-incredulity-of-st-thomas-at-harvard/ Fig. [ Accessed 26 May 2014 ]

Figure 3: Universes in Universe. High rise edifices are a familiar sight in Singapore. Singapore, Universes in Universe. hypertext transfer protocol: //universes-in-universe.de/car/singapore/eng/ort/financial-district/img-02.htm Fig. [ Accessed 26 May 2014 ]

Belize has evolved since its official declaration of Independence from the United Kingdom in 1981. Before independence Belize–British Honduras–was a country that was part of an Empire; that was under the rule of Her Majesty, Queen Elizabeth II. However because of the British strategy of acquiring territories such as Belize, The United Kingdom would feed on Belize’s resources, and manipulate the country. This strategy left Belize crippled and underdeveloped. Prior to its Independence Belize had poor standards of living, poorly equipped schools, and below par social life.

However infrastructural and technological changes have proved to be the catalyst that have improved how people live, learn at school, and their social lives. Standards of living in Belize have changed drastically over the years compared to the years before independence. The standards of living before independence were very low, almost poverty level if you may say so. People still relied on what was available to them in order to try to live a prosperous life. Because of the nature of British Honduras– Belize– at that time development in the country was little or very slow.

Most people lived in very poorly constructed houses, with no heed to appearance or color . They were either made of bush sticks or board cabins, that offered no real protection from the weather and its elements. Modern furnished houses were few at that time; only necessities were most commonly found in houses such as a bed or sleeping mat and a seating room area. With a very basic kitchen most commonly found outside of the house fuelled by wood. Plumbing in those days was also very basic with mostly only cold water.

Diet also differs from that of today. The years before independence food was mostly, food that was grown in backyard gardens by people; markets were unusual. Most common foods in those times were mostly beans, sweet potato, cassava, potatoes, yams, and poultry raised in back yards such as chickens and ducks. On the contrary modern day Belize has been revolutionized country with improvements in standards of living. Houses these days are those of character and distinction.

The inside of the houses is planned to detail with bedrooms with comfortable bedding, wardrobes and painted with its own unique colors, bathrooms with showers with hot water, lounges indoor kitchens and quality appliances that make almost every chore in the house a mere walk over. Most houses are now built from concrete, given a pitch of modern strong roofing, sparkling windows, astounding colors according to fondness and even a well trimmed garden to finish of the look. Even though Wood cabins exist today are well built with quality and attention to the exterior is immaculate. The even have glass windows, doors and even electricity!

The diet of most people have most definitely changed too in Belize years after independence, fine dining areas are available for people to go to and eat, there are more markets available in the cities to buy fresh produce of either fruits or vegetables. If they do not want to eat out, people now have the luxury of cooking quality food at home in the privacy of their own kitchens, products such as canned food or quick foods are now very common in Belize, with products such as Ramen and “Mac & Cheese”, having a very supported market of mostly students or people who feel like cooking up quick meals.

Education was very different in Belize during the era before independence was announced. Children attended poorly constructed schools that did not offer an adequate environment for the learners. School had poor seating, poor or no lighting, if it was too hot in class then the only thing to do was open the windows, and most children went to school without the appropriates such as books and pencils in order to do the job with the right tools. Uniforms hardly existed in those times, they were–children–allowed to put on casual clothes to take to school.

Teaching subjects such History material was also that of a controversial nature, because they were mostly taught about the history of Europe and little about Belize itself and its surroundings such as Central America, The Caribbean and The Americas. Technology in the schools was under developed technology such as computers fans and so on in schools were only available in the better schools. On the other hand after independence the government has made improving education a necessity rather than priority. Children of today’s Belize enjoy a good education system that has evolved over the years.

Most schools are constructed with concrete and high grade materials with most schools adopting their own unique colors that represent them as a school, with well groomed gardens. Students are now provided with chairs that have been designed with ergonomics and aesthetics in mind, not only to they get a good chair to sit on, but it is good looking too! Lighting in the classrooms has been improved, and when it’s hot the entire teacher has to say “put on the fans, or get the remote and out on the air conditioner”.

Saying that most children do not have any supplies to take to school these days would be out of line, because most children carry good bags they like, they have most of the books they need to obtain the best chance of passing at school, and most importantly most if not all schools these days in Belize wear unique uniforms that represent the school as a brand and are easily distinguished by a badge that they wear, that identifies which school they come from.

Teaching methods have also changed with the emphasis of teaching to be that of Belize, The Caribbean, The Americas and the rest of the world, which has been made easier by the use of technology such as computer that has improved current affairs of the children in Belize, especially with the introduction of the World Wide Web. Social Life in Belize pre independence is not one that most people who would want to live through, because socially compared to today’s hustle and bustle.

Before independence the societal life of most people consisted of mainly socializing around canteens or friends houses to drink homemade alcohol, such as chicha, because company brewed alcohol was not that affordable, and were not that popular. For those who did not fancy alcoholic beverage, options were limited to mostly natural juices and coconut water, because products such as Coca-Cola were not cheap, or readily available. Clubs and Discotheques were not of high quality and importance as they are today, and fashion sense was not as it is today.

Then again after independence Belize turned to their true Caribbean culture of sing and dance, with clubs that provide high quality music and alcoholic beverages that differ from Rum,Brandy,Gin and Lagers such as Belikin beers,Lighthouse lager and other beverages that differ to many tastes of people. For now alcoholic drinkers they can enjoy the good company of music and dance in clubs, with their options not just limited to natural juices, but to more choice is now available Company brands such as Coca-Cola provide a wide variety of fizzy drinks, for those seeking energy boosting drinks have choices such as Full Throttle and Red Bull.

All in all the two periods between before and after independence are very different, with today being a more developed country than it was then. Never the less Belize is pretty much a country that has not fully developed yet, and I strongly believe if Belize had stayed under the rule of the Queen, it would have been better of country.