The Significance of Home as a Impotent Subject in Modern Architecture Essay

The Significance of Home as a Impotent Subject in Modern Architecture - Essay Example This paper aims to study and understand the focus of modern architecture towards housing designs and its importance. For this purpose, Le Corbusier has been selected as an individual architect of modern architecture who formed various principles for house designs. A number of factors have been added in the discussion paper to understand the intensity of significance given to house design by the modern architects. Before understanding the context of the modern architecture and housing design, it is important to understand the vision of Le Corbusier. The Swiss architect was famous for his urban designing and theories that were later worked upon by various writers. It comes visible from his theories that home needed a revamp as traditional homes had limits in providing relation and signatory style to its owner. Most importantly, the defensible space theory was also formulated in this context. It was noted that houses were no less than a sacred place for people to live in. They had a control over their spaces and everything that was in that space. It was for this reason that the modern architects had to come up with new features of house design. It was for this reason that the modern architecture experienced new features in the design and architecture of housing projects. These included the inclusion of pilotis, free plan, roof garden etc1. The addition of pilots in the house design in modern architecture allowed the mass to be held in elevation as it provided support. It can be marked that free plan was obtained with the help of separation of load-bearing columns. These columns rather worked as a base for creating walls to divide the free plan into different spaces. In addition, it should be noted that Le Corbusier made use of the free faà §ade that provided corollary which further created the vertical plane for house designing2. The material which was previously being used by the architects also changed to a great extent.

Damage and Repair Mechanisms of Cells and Tissues Essay Example for Free

Damage and Repair Mechanisms of Cells and Tissues Essay Observation of the cells is something that modern biology has given an advantage of. Irritation of the cell can give critical information about the cell cycle, the damage on the DNA and its repair mechanism, and what will happen to the cell. In turn, since the cell is the basic unit of tissues, understanding cell damage can lead to understanding the fate of tissues composed of these same cells. Much damage to the cell can cause its death, and this can cause serious damage to the tissue, the organ, the organ system, and the organism itself. In connection to this, the study of cell damage is interplayed with discussion on biochemical toxicity, which just says that cell damage is corresponded by chemical damage which concerns a specific chemical in the cell, or a physical damage. A cell can be physically damaged through exposure to heat and radiation that are reasons for coagulation of its contents. Another damaging factor is the deprivation of supply of oxygen and glucose into the cell that may limit its survival because of its inability to maintain its processes without these agents (Monson, 2007). The damage on cells is usually because of toxic effects studied in xenobiotics, and usually the damage on the cells is not obvious. What happens in this case is (1) interference on the chemical that transfers signals across a neural synapse or (2) replacement of an essential chemical in the cells/tissues by toxic chemicals (Monson, 2007). It becomes obvious when involved are many cells comprising the tissue, which is visible to the naked eye. Necrosis is the process wherein the structural processes in the cytoplasm are progressive into failure. This either occurs in a group of contiguous cells or is also affective to tissue level. Continuous failure to function and deterioration of structure lead to the death of the cells or what is termed as the necrotic cells. Failure of the cytoplasmic processes is because of the reduced production of cellular proteins, electrolyte gradient changes, and membrane integrity losses. Following this process would be the apoptosis or the programmed cell death wherein it resorts to self destruction and in turn, regeneration. This process does not only happen in a single cell but scatters or spreads throughout the tissue. This is also a normal process wherein cell undergoes rebirth after it has consumed its lifespan. The organelles at this part of the process appear normal (Monsoon, 2007). The human body is very complex that it contains over 200 unique cell types with corresponding same amount of tissues, and with these figures are thousands of biochemicals that also act in complex mechanisms in order to fix the damages and keep the proper body functions correctly. Epithelial tissues repair themselves, and there are still some tissue types that are capable of doing it. The nervous tissues on the other hand are of the inability to conduct the same process. There are organs that in spite of damages still functional or which have functional reserve capacity (Monson, 2007).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Most of the cycles of damage and repair happen among individual cells. In order to repair a tissue, there might be a large number of specific cells needed to successfully heal tissue damage. There are technologies serving this purpose, such as the adult stem cell technology that helps in providing the needed cells to proceed on repairing the damage. This is a venue for many applications that would lead to medical breakthroughs when explored. Its mechanism is highly sophisticated, since cells from other parts of the body become a nucleus for other cells to grow, and then repair back what has been impaired. The bone marrow contains much of stem cells needed for this kind of mechanism. There is only about 0.1% of the whole body’s stem cells that travel along the blood pathways. Once a body part is damaged, the corporeal blood shall circulate around the damaged part until a specific concentration of the stem cells is achieved on that part (Galloway, 2003). Some of the repair processes are spontaneous; some need medical attention to promote or to activate the healing process. It is important to give the body the highest possible care to avoid cells and tissue damages. Proper diet and exercise could be a lot of help to make the most out of the bodily functions, to stay healthy and out of illnesses and diseases. References Galloway, D. (2003). New Research Promotes a More Dynamic View of Adult Stem Cell Differentiation: Hematopoietic Stem Cells May One Day Be Used to Repair Tissue Damage Caused by Radiation Therapy or Chemotherapy OncoLog, 48(9). Monson, E. (2007). Cell damage from toxicity and tissue repair. Retrieved July 15, 2008, from http://www.eoearth.org/article/Cell_damage_from_toxicity_and_tissue_repair

The State of Nature and its Implications for Civilization in Hobbes and

The State of Nature and its Implications for Civilization in Hobbes and Rousseau In his Leviathan Thomas Hobbes expresses a philosophy of civilization which is both practical and just and stems from a clear moral imperative. He begins with the assertion that in the state of nature man is condemned to live a life â€Å"solitary, poore, nasty, brutish, and short.† It is in the interest of every man to rise above this â€Å"state of nature† and to give up certain rights so that the violent nature of the human animal can be subdued. Jean-Jacques Rousseau’s vision of the state of nature parallels that of Hobbes but for its more optimistic tone: â€Å"I assume that men reach a point where the obstacles to their preservation in a state of nature prove greater than the strength that each man has to preserve himself in that state.† In general, Rousseau’s words prove reasonably less severe than Hobbes’s. According to Hobbes the bestial rights that a man is forced to give up must also be given up by every other man if civilization is to quell the state of nature. This surrendering of rights then forms covenant of peace which mankind has agreed upon collectively to rise above the state of nature. Hobbes argues that it is human reason that has necessarily led men to embrace this covenant: â€Å"And Reason suggesteth convenient Articles of Peace, upon which men may be drawn to agreement . . . .† These Articles of Peace Hobbes calls â€Å"Laws of Nature† and argues that while they do not exist in a state of nature they are nonetheless natural laws which potentially exist there. â€Å"A Law of Nature (Lex Naturalis,) is a Precept, or generall Rule, found out by Reason, by which a man is forbidden to do, that, which is destructive of his life, or taketh away the means of preserving the same; and to omit, that, by which he thinketh it may be best preserved.† That is, a n atural law is a result of a reasoning which commands that each man protect his own life. With the state of nature as terrible as Hobbes describes it, it is reasonable for a man to wish to put an end to it, as he then has a greater chance of protecting his own life. Without certain agreements between individuals they interact in a manner in which they are all a constant threat to one another. Therefore Hobbes arrives at the first fundamental law of nature: â€Å"That every man, ought to endeavour Peace, as farre as he has hope of obtain... ...iety, both agree that their contemporary world is not a world of the human animal. Changes have occurred not only in the way humans are ordered, but in humans themselves as well. Their theories differ in their beliefs about these changes. Hobbes is able to recognize the current state of man as having transcended its most basic nature. Rousseau agrees with Hobbes but assumes even more of man. He believes that it is possible not only for humans to be at peace but also to be free. Just how far society has transcended the state of nature in today’s world is debatable, but one gets the feeling in reading these two authors that Hobbes underestimates human nature and Rousseau overestimates it. Perhaps the truth lies somewhere in the middle, for many societies today are barely able to achieve peace within their borders, while a handful can truly be said to have a liberated populace. It is certainly no coincidence, however, that Rousseau’s vision of society heralds liberty a s its highest ideal and that the most progressive states of today do likewise. Mankind’s ever evolving flight from the state of nature moves people to continually expect more from their society – as well as themselves.

Child Care Nvq Level 3 Unit 8 E3

Many parents adapt to changes in their lives and usually have the support of family and friends to provide assistance. Many families however can face issues that affect the family life and often need support to help them. Factors such as financial Difficulties could become an issue as this would mean that they are unable to afford food or clothing therefore leading towards poverty and poor health which can cause depression.Also poor housing would effect the child as they may not even have a garden to move about in and there may not be a play park around making the child become restricted from outside play. Another factor could be unemployment, meaning no job, which may effect the child as there would be no income. If a single parent, this would mean that they would have to work but also meaning that the child would have to be moved somewhere to be taken care of meaning sepaeration would have to happen between the parent and child.Divorce and separation would also mean that the child would possibly have to move home to a smaller building meaning that the conditions would be cramped and the parent may have to recieve lower income Lower income Smaller housing / cramped conditions There are four different types of Sectors that provide care and education for children. They are; Statutory Sector Voluntary Sector Private Sector. Independent A Statutory Sector is a Sector that has to be there by law, so dentist, local schools and hospitals are part of this.Local schools have to be there by law and get some funding by the government. The age range that schools cover is from 5 years to 11 years olds. They follow a set routine where reception covers the EYFS and then year one to year six covers the national curriculum. Schools are open from nine o'clock in the morning to half three in the afternoon, from Monday to Fridays, term times only. This means that schools are closed at Christmas, Easter, summer and half terms.Schools are in easy access areas, where there is enough space for an outside play area for example the playground and indoor space, for example somewhere to do P. E. A local school can be adapted, for example ramps for people with disabilities and for people to find it easy to access the school. A local school should also include snacks; they should be healthy snacks like fruit and vegetables. They should also include toileting times for the children. Statutory Schools are usually free except payment for school dinners, school trips and some snacks.A Voluntary Sector is a sector, which people volunteer to organise and run, so mother, toddler and Pre school groups are apart of this. The aim of a Statutory Sector School is to provide opportunities of education for every child and to support their learning also making a safe and secure environment for children to keep them from harm. Another aim is to provide social opportunities for the child this will include learning to make friends, learning to socialise with people, learning the diffe rence between adults and children and learning to respect others.It may also provide opportunities for the family by meeting new parents so they are making new friends and it may also prove as support for families as they might find people to rely on and also some services though school to help support them. An independent sector are companies with more freedom to organise their provision. Their services may not rely on government funding and does not have to follow the EYFS or the National Curriculum. However the service may be OFSTED inspected to make sure children's welfare needs are being met. Services of independent provision include independent schools and nurseries. Child Care Nvq Level 3 Unit 8 E3 Many parents adapt to changes in their lives and usually have the support of family and friends to provide assistance. Many families however can face issues that affect the family life and often need support to help them. Factors such as financial Difficulties could become an issue as this would mean that they are unable to afford food or clothing therefore leading towards poverty and poor health which can cause depression.Also poor housing would effect the child as they may not even have a garden to move about in and there may not be a play park around making the child become restricted from outside play. Another factor could be unemployment, meaning no job, which may effect the child as there would be no income. If a single parent, this would mean that they would have to work but also meaning that the child would have to be moved somewhere to be taken care of meaning sepaeration would have to happen between the parent and child.Divorce and separation would also mean that the child would possibly have to move home to a smaller building meaning that the conditions would be cramped and the parent may have to recieve lower income Lower income Smaller housing / cramped conditions There are four different types of Sectors that provide care and education for children. They are; Statutory Sector Voluntary Sector Private Sector. Independent A Statutory Sector is a Sector that has to be there by law, so dentist, local schools and hospitals are part of this.Local schools have to be there by law and get some funding by the government. The age range that schools cover is from 5 years to 11 years olds. They follow a set routine where reception covers the EYFS and then year one to year six covers the national curriculum. Schools are open from nine o'clock in the morning to half three in the afternoon, from Monday to Fridays, term times only. This means that schools are closed at Christmas, Easter, summer and half terms.Schools are in easy access areas, where there is enough space for an outside play area for example the playground and indoor space, for example somewhere to do P. E. A local school can be adapted, for example ramps for people with disabilities and for people to find it easy to access the school. A local school should also include snacks; they should be healthy snacks like fruit and vegetables. They should also include toileting times for the children. Statutory Schools are usually free except payment for school dinners, school trips and some snacks.A Voluntary Sector is a sector, which people volunteer to organise and run, so mother, toddler and Pre school groups are apart of this. The aim of a Statutory Sector School is to provide opportunities of education for every child and to support their learning also making a safe and secure environment for children to keep them from harm. Another aim is to provide social opportunities for the child this will include learning to make friends, learning to socialise with people, learning the diffe rence between adults and children and learning to respect others.It may also provide opportunities for the family by meeting new parents so they are making new friends and it may also prove as support for families as they might find people to rely on and also some services though school to help support them. An independent sector are companies with more freedom to organise their provision. Their services may not rely on government funding and does not have to follow the EYFS or the National Curriculum. However the service may be OFSTED inspected to make sure children's welfare needs are being met. Services of independent provision include independent schools and nurseries.

Born in East LA

At the end of Cheech Marin's Born in East L. A. (1987), a pair of undocumented Chinese immigrants who have been trained by Rudy (Marin) in the art of walking, talking, and gesturing like Mexican-Americans successfully act Mexican-American in front of a police officer to convince and assure him that they indeed are â€Å"natives. † Of concern to both Lowe and Oboler is the unequal status of minorities as members of the United States national community and citizenry. Basically, the U. S. citizen has been defined as a white male. This subsequently has meant that especially persons of color have been â€Å"conceived in the popular mind as outside of the ‘boundaries' of the ‘American' community† (Oboler 19). Thus, persons of color are denied â€Å"the extension of full citizenship rights† (Oboler 28); they are denied protection of their â€Å"privileges and. . . local body† (Berlant 113). Fregoso indicates that with Born in East L. A. Cheech Marin parodies the second level of meaning at which â€Å"‘Born in the USA' had been disarticulated from its signifying elements of working-class discourse and rearticulated as an expression of racist and patriotic discourse† (56). Marin basically uses to his advantage the nativist logic which results in â€Å"Born in the USA† being taken to signify â€Å"foreigners (or non-whites) go home† (Fregoso 56). His objective is to intervene into the definition of â€Å"Americans† as whites. Underpinning white nativists' appropriation of â€Å"Born in the USA† is the extremely narrow reasoning that America belongs to whites because whites are born here. Marin intervenes by indicating that Mexican-Americans also are born in the USA. Thus, â€Å"brown people are natives too† (Fregoso 56) . When caught up in an Immigration raid, Rudy declares, â€Å"I was born in East L. A. ,† to the INS officer to announce his right to be in the United States unharassed. Rudy is also implicitly telling the officer that by birthright he (Rudy) is an equal citizen to the officer and entitled to the same freedoms that the officer and any other (white) citizen enjoy. Of course, despite the fact that Rudy declares that he was born in East L. A. , and thus a citizen by his nativeness, he is deported. In fact, when he attempts to align himself with INS officers as their fellow American citizen, Rudy is soundly rejected. To the officer at the toy factory, Rudy is merely another â€Å"bean in a bean bag. † As he is escorted to the INS van, Rudy's appeals to the officers that â€Å"I am an American citizen† are for naught, for he is briskly ushered into the van with the â€Å"rest† of the non-citizen Mexicans. In the INS office in Tijuana, Rudy tells the white officer, â€Å"It's good to talk to a American† but the officer does not accept Rudy as his equal, and ultimately condemns him to â€Å"Mexico– where you belong. Highly symbolic of the repudiation of Mexican-Americans' claims to citizenship equal to that of white Americans is the scene in the INS van when Rudy, banging on the door which separates the deportees from the INS driver, screams, â€Å"I'm an American. I went to Belmont High, you idiot. † Although Rudy is creating quite an up roar, he is not heard by the driver simply because the driver has on a set of headphones. Literally his assertions (shouts) of his membership in the U. S. national community are tuned out. This non-reception of Rudy's shouts reflects the refusal of white America to heed persons' of color justified demands for equal status as citizens. â€Å"Rudy [just] cannot convince U. S. border officials that he is an American and therefore has the right to return to the United States† (Cortes 47); they simply will not hear his claims. All of Rudy's encounters with INS officers thus dramatize the exclusion of persons of color from the national community which Lowe and Oboler discuss. Moreover, the negation of Rudy's citizenship makes visible the contradictions inherent in white-American nativist logic. With his wallet at home, Rudy finds himself without identification. Thus, he is without any documentation which can substantiate his claims to citizenship. Without such documentation, his body is all that can be read by the INS officers, whose job it is to regulate who is inside the nation and who should be kept out. Ultimately, Rudy is deported because he is deemed not-American by virtue of his brown body. His English, Dodgers hat, and knowledge of U. S. popular culture (as demonstrated by his knowledge of Death Valley Days and John Wayne) are completely ignored as signifiers of his Americanness. Instead, his brown body is taken as a more important signifier. Rudy, on the other hand, is literally excluded from the U. S. citizenry because of of his brown body. Once in Mexico Rudy feels himself to be in â€Å"a foreign land. † The foreignness of Mexico and Mexicans to Rudy is played out to represent Rudy's Americanness. For instance, in the INS van headed to Tijuana, Rudy is an outsider amongst the Mexicans. Unable to speak Spanish, he is ultimately called by one of the Mexicans a â€Å"pocho pendejo,† a pejorative reference usually intended to refer to Mexican-Americans who cannot speak Spanish and who, subsequently, are deemed less Mexican. In fact, as he is captured by Border Patrol officers on one of his attempts to cross the border, Rudy proclaims, â€Å"I'm an American citizen. I don't even speak Spanish. Whereas â€Å"the Spanish language is commonly used as an identifier of Hispanics† (Oboler 12), Marin presents a pocho Rudy to make more obvious Rudy's â€Å"American† identity. Basically, to present Mexican-Americans as brown Americans, Born on East L. A. plays on Rudy's/Mexican-Americans' cultural â€Å"distance† from Mexico and Mexicans. Edward Simmen posits that Mexicans-Americans' physical and cultural distance from Mexico accounts for the uniqueness, if not unrelatablity, of Mexican-Americans when compared to Mexicans in Mexico. He states: After all, it is difficult to deny the fact that the contemporary Mexican-American, while he may have firm cultural roots in Mexico, is actually only a distant cousin to the Mexicano living in present-day Mexico– a distance that is rapidly increasing with each new generation, with each new educational opportunity offered to and taken by the Mexican-American, and certainly with each mile the Mexican-American moves north from the border. (17) â€Å"I don't belong here in downtown TJ 'cause I was born in East L. A. † Although of Mexican descent, Rudy is not exactly â€Å"Mexican. Within Mexico and amongst Mexicans, Rudy is an outsider, rendered so by his different socio-cultural experiences and subsequent sense of self. Rudy does not, however, come across as a whited Mexican. When he aligns himself with white Americans, it is as a fellow American citizen, and not as a fellow white. This distinction is crucial for understanding the cultural identity politics of the film. R udy's forced journey to Mexico, however, does not facilitate some personal reconciliation with a lost or repressed dimension to his identity. Instead, he wants to go home, This type of nationalism is effective in its contestation of white-American nativism as well in its depiction of a securely distinct identity. Fregoso says, though, that by the end of the film, when Rudy crosses back with a mass of immigrants, he â€Å"crosses back as a collective subject† instead of as an individual (68). She says: [Rudy's] forced residence in Tijuana effects a transformation in [his] subject position. By living like an immigrant, experiencing the difficulties of trying to make it across, Rudy gains a new awareness. His transformation has a symbolic resonance at the level of political consciousness. 68) Carlos Cortes says that when Rudy and the immigrants rush the border, â€Å"At least for the moment, ‘the people' have caused the border to disappear† (47). One can take Cortes's reading to refer to the dissipation of the borders/differences between Rudy, the Mexican immigrants, the Salvadorena Dolores, the Chinese/In dians, and whatever other groups might be present. Thus, under duress, differences give way (at least for the moment) to group consciousness. But the final sequence of the film turns on the differences between Rudy and the noncitizen others and reinscribes these differences. First of all, in the abovementioned scene in which the undocumented Chinese immigrants â€Å"pass† as native Mexican-Americans, the fact of their non-citizenship contributes to Rudy's perceived citizenship. And, as they are performing for the officer, Rudy is marrying the Salvadorena Dolores so she does not get arrested by the INS officers, who are in hot pursuit of her. These two scenes really sum up the way in which the film asserts Mexican-American citizenship, for Rudy's citizenship consistently emerges in relation to others' noncitizenship. The â€Å"narrative truth† which the spectator is always let in on (Fregoso 60) is that Rudy is an American citizen, albeit one whose privileges are denied, and various others are not. It thus seems that Rudy's American citizenship comes into focus through the same process by which white Americans' Americanness and citizenship become apparent: both depend on others' lack of citizenship. Oboler indicates that â€Å"the nation's [white] identity was forged in the nineteenth century partially through the creation of racialized perceptions that homogenized Latin America's population† (18). Likewise, Rudy's identity as an American citizen is foregrounded in contrast to Mexican, Salvadorena, and Chinese others. Christine List says that â€Å"Chicano features provide a public forum for Chicano cultural expression and articulate issues of Chicano identity on a national and international scale† (13). Born in East L. A. â€Å"sets up as its central conflict Rudy's dilemma of proving his identity† (List 151), specifically as an American citizen. As the film asserts his/Mexican-Americans' American citizenship, it effectively intervenes into the construction of the American citizen as white. However, Mexican-American citizenship is established through others' noncitizenship. Such a method for the recuperation of Mexican-American citizenship is troubling because it still others noncitizens. With regard to definitions of nation, Cortes states, â€Å"As context or character, as goal or protection, borders have served a key role in Hollywood's exploration of the formation and reformation of our nation† (42). Born in East L. A. ‘s reformation of the nation ultimately asserts Mexican-Americans' citizenship by foregrounding others' noncitizenship, which is to say, others' fundamental outsiderness in relation to the U. S. national community.