Tourism Education And Work Experience

Tourism Education And Work Experience Tourism education supply has faced a rapid growth over the past three decades (Micheal Morgan, 2004). It is a global phenomenon (Joseph Joseph, 2000) and the reason behind is to guarantee qualified and well trained employees on the tourism employment market as demands keep on growing (M.S, Mohd Zahari, 2004). Both the government and the private sector play an important role in the provision of tourism education; at secondary and tertiary level. In Mauritius, tourism education undergoes a pyramid-type program system; meaning that tourism curricula is available a secondary programme, diploma, undergraduate and postgraduate programmes (Tertiary Education Commission, 2010). Tourism education has been criticized for producing a tourism workforce regardless of the quality. Quality workforce is of great influence as it plays a key role in organizations meeting customers expectations and satisfaction (Evans Lindsay, 1999; Zeithaml et al., 1990). As students embark on tourism education programmes, it is expected that they come out with high quality knowledge, skills and the ability to meet the needs of the industry (Goeldner and Ritchie, 2006; Harris and Zhao, 2004; Kok, 2000). Szambowski et al (2002) put forward that significant emphasis should be placed on students gaining practical experience outside the classroom learning environment. However, increase in offers for tourism education has raised an alarm about graduates having difficulties in finding a tourism job in the coming decades. But still, the industry needs the services of qualified and committed workforce to impact positively on customers satisfaction of experience. To meet the industry demand, work experience has been added to tourism curricula to equip students with the technical, operational and professional skills under the form of internship. Bullock, Gould and Hejmadi (2009, p. 482) cited that internships have enhanced their understanding of their own life choices, enabled the acquisition of transferable skills and provided a tangible link between theory and application. It is the tool that gives students the opportunity to examine career possibilities in a realistic and real world environment and to explore a possible fit with a particular enterprise (Kapoor, 2000; Waryszak, 1999). Several researches were carried out in accordance to work experience and its importance in the tourism and hospitality perspective. It is essential according to Getz (1994) to investigate how work experience changes attitude and perception of students towards tourism and hospitality careers. Demonte Vaden (1987) stated that the factor that had the greatest influence on students decision for a tourism career was work experience. Further findings supposed that it may discourage students to enter the industry, instead of them looking forward to pursue a tourism career (Busby, 2003; Boud, Solomon Symes, 2001). Tourism as an employer There has been a rapid ascendancy of tourism to the worlds largest industry since the whole world continues to travel in a robust manner. Tourism as a sector has grown more rapidly than the total employment in the world economy (WTO, 2005; WTTC, 2005a). It is a service oriented industry, based on a labor intensive production system, meaning that employees play a major role in the delivery of products and services that influence the overall tourism experience (Chellen Nunkoo). Statistics depict out that world tourism employment is estimated at 258.6 million year to date, which is approximately 8,3% of total employment and it is forecasted to increase by a percentage of 2.3% per annum, to reach a figure of 323.9 million by 2021. These jobs include both direct and indirect employment (Justin Matthew Pang, 2010). Direct employment refers to the jobs helping in the creation of the business itself while indirect jobs refer to businesses producing goods and services that assist in supplying visitors and travelers directly (Justin Matthew Pang, 2010). Direct employment in the tourism industry is 99 million to date and it is forecasted to increase to 120 million by 2021 (WTTC, 2007). In Mauritius, for the year 2011, total tourism employment is figured at 28 039 (Survey of employment and Earnings in large Establishments). Beside such statistics, Li (2007) put forward that there will be a shortage of talent in the industry but this goes in contradiction to what Evans (1993) and Busby (1994) mentioned. They both put forward that the trend on increasing application for tourism related courses will accordingly, result in a surplus of graduates on the tourism labor market. Tourism has proved to be a major employer and contributor to the world economy. But still, the tourism industry is being criticized for creating low skilled and low paid jobs with low satisfaction, high level of staff turnover, waste of trained personnel and limited scope for promotion (Kusluvan and Kusluvan, 2000; Chellen and Nunkoo, 2010; Richardson, 2008; Richardson 2009; Roney and ÃÆ'-ztin, 2007). Such critics give rise to one of the major challenge of the industry which is to attract and retain qualified and motivated staff. Employers across the world, whether large or small, face the same challenge; attracting and retaining people with the right skills and personal attitudes and attributes to deliver a quality experience to tourists. It is a sensible issue for the industry as the tourism sector depends much on people (Baum, 1999). One of the reasons why there is such a need for people is because of the nature of its guest services and also its late adoption of technology and newfangled management process (Bull, 1995). This global phenomenon of attracting and retaining qualified workforce was once an isolated case for some markets but it has made its way through, to the whole world industry. Although there is much literature about tourism, there is very few addressing students attitude and perception to further a career in the industry (Roney and ÃÆ'-ztin, 2007). Now that the phenomenon is widely spread, the need to investigate on the issue is becoming more and more important for the whole tourism universe. According to Chellen and Nunkoo (2010), this would be helpful to get a clear view of the status of tourism jobs in the human resources planning process for the tourism sector. While working on tourism and hospitality workforce development programs, knowing tourism job status is deemed bringing more accuracy for the preparation of inline strategies. Human Resource plans focuses on the employment needs of large international tourism organization, especially in hospitality, neglecting how students perceive tourism as an employer. It is necessary for tourism and hospitality providers to attend to one of their most precious assets, namely, their human resource, if they wa nt to be competitive on the marketplace. In fact it has been argued that without employees having a positive attitude towards their work, there is minimal chance for the organization to achieve customer satisfaction and loyalty, thus an advantage over competitors (Rosentbluth, 1991; Zeithaml Bitner, 1996). Various researchers have been questioning the reluctance of many students to embark themselves in a career in the tourism and hospitality industry. They started to investigate in secondary and tertiary institutions, where the potential new recruits are found. Students from secondary schools were those who were the least exposed to experience in the tourism industry. Ross (1994) conducted a research in a secondary school in Australia and results showed that they had high level of interest in working at management level the tourism industry. Further researches were carried out at tertiary level as well as vocational institutions. Barron and Maxwell (1993) studied the perception of new and continuing students at Scottish higher education institutions and found that while students recognized the career opportunities attached to the tourism and hospitality industry, the majority could not foresee a long-term career in the industry. This is further confirmed by Johns and McKechnie, (1995) who stated that 50% of students choose careers out of the industry upon completion of their studies. Richardson (2008) research on Australian students revealed that more than 50% of tourism and hospitality undergraduate students were already contemplating careers outside the industry. According to Richardson (2009) the students look for job in more remunerative sectors upon graduation. Bloome (2006) cited that many students who embark on a tourism and hospitality curriculum do not join the tourism and hospitality industry upon graduation. Students complained not having the opportunity to develop managerial skills in tourism jobs according to Purcell Quinn (1995) while Casado (1992) investigated the basic expectations of students in the tourism and hospitality sector, and found their expectation to be fairly realistic before graduation. Students failing to integrate the industry for work result in wastage of trained and experienced personnel and above all, high staff turnover (Doher ty, Guerrier, Jamieson, Lashley Lockwood, 2001; Jenkins, 2001; Pavesic Brimer, 1990; Zacerreli, 1985). According to Kusluvan (2001), it is important to understand the attitude of students in order to gain an insight as to why many of them are disinclined to join the line or choose to leave the industry after a relatively short period. In order to understand this, Kusluvan (2003), states that it is important to see the perspectives of students who are currently pursuing a tourism and hospitality curriculum and those who have graduated. For the purpose of this research, only those ongoing a tourism curriculum will be questioned. Students opinion about jobs in the tourism sector get them to be reluctant in majoring a career in the tourism industry. Gu et al (2007) conducted a research in China and the students claimed that career development in the tourism and hospitality industry was not sufficiently promising. Furthermore, according to a research in China (Jiang and Tribe, 2009), students classified tourism job a short-lived profession. They were not committed to develop a career in the field where the nature of the tourism job itself, clearly affects their decision. Unlikely, there are actually, six million people employed in the tourism and hospitality industry in China. The statistics for tourism job in the country is forecasted to rise by one million in the next ten years. Students commitment to tourism jobs is what determines the prosperity of the sector on a worldwide avenue. As per Roney and ÃÆ'-ztin (2007), students commitment is one of the major factors that shape the image of the tourism industry positively. Through exposure to the industry, tourism and hospitality students become considerably less interested in selecting tourism and hospitality as their first choice for a career (Kusluvan Kusluvan, 2000; Getz, 1994). Students compare their expected career goals to the offer of the tourism industry, and as they notice the negative gap between those two, their interest for the industry deteriorates. Their images of the industry include poor treatment of staff, little or no training given, and effort outweighing rewards. For students who choose tourism education as first choice and having a clear view of what they will be facing in reality, their attitude towards working in the industry are positive (Lu and Adler, 2009). Those who embark on a tou rism education trek without realistic knowledge of the career opportunities and working conditions, claim that they would have not done so if they had a proper career guidance and orientation right from the start at secondary level (Roney ÃÆ'-ztin, 2007). Hence according to Kusluvan and Kusluvan, proper measures like efficient career guidance and orientation, written exam supplemented by interviews, psychometric tests like personality and service orientation tests, should be adopted to reduce uncertainties of future tourism students about tourism job. Most research pertaining to students perception and attitude towards the tourism industry end up stating that tourism students or fresh graduates had a negative image of the sector as an employer. Kusluvan Kusluvan certified his works by evidence that students have an unfavorable evaluation towards different dimensions of working in the tourism industry. According to Getz (1994), the percentage of people who considered the hospitality attractive decreased from 43% to 29% over the periods 1978 1992. This represents a nearly half percentage decrease in the statistics. Most hospitality graduates have been found to believe that a number of extrinsic factors, such as poor working conditions, high pressure, long working hours, and a lack of motivation, training programs, and career opportunities, may contribute to poor employment aspirations, high turnover rates, and the wastage of educational investment (e.g., Kang and Gould, 2002; Jenkins, 2001). This should be a cause for concern sinc e attitudes are considered to be effective predictors of intention and behavior (Ajzen and Fishbein, 1980), and negative attitude would make students less willing to look for tourism jobs. Several books and journals have been published on tourism, but very few were to address the issue of tourism students perception towards the tourism and hospitality industry in Mauritius. To enlighten the situation in Mauritius, this paper seeks to identify the factors influencing students perception and attitude towards furthering a career in the tourism sector in Mauritius. Though there is a lack of such literature pertaining to developing countries, the paper will try to adapt the research to the country which is a developing one and as well the fastest growing region in global tourism (Chellen Nunkoo). This paper aims at studying the attitude and perception of tourism undergraduate students towards a career in the tourism industry in Mauritius. To further understand how attitude and perception helps to predict ones intention to integrate the industry, this paper will make use of the Theory of planned behaviour (Ajzen, 1991), which predicts behaviour by intention. Then, to strictly measure the students attitude and perception, an instrument of 9 dimensions adapted from that developed and tested by Kusluvan Kusluvan (2000) will be used. The 9 dimensions are classified as nature of work, social status, industry person congeniality, physical working condition, pay and fringe benefits, co-workers, promotion opportunity, managers and commitment. Two likely studies have been carried out in Mauritius by Chellen and Nunkoo (2010) and a University of Mauritius tourism graduate (2011). However this paper, in addition to the 9 dimensions of Kusluvan and Kusluvan (2000), bring up the issue of work experience for differentiation, as a tool capable of shaping students attitude and perception towards a career in the industry upon graduation.

Outline and Evaluate Research Into the Breakdown of Relationships

Outline and evaluate research into the breakdown of romantic relationships. (24 marks) One piece of research into the breakdown of romantic relationships conducted by Thibaut and Kelly, can explain why a relationship may breakdown using the Social Exchange Theory. A relationship may breakdown due to the ‘profits’ and ‘losses’ in the relationship, one of the participants in the relationship may compare the current relationship to a previous one and realise they are not getting what they should be out of it.However, Hatfield’s Equity Theory suggests that individuals in a relationship are not trying to maximise the benefits and minimise the costs, but the happiest individuals were the ones where the rewards for both parties were equal. Therefore, a relationship may not breakdown because a person is under-benefitting but because there is an imbalance in the rewards. This research is supported by further research carried out by Hatfield which shows that th e happiest newlyweds were the ones who felt like they both inputted equally into the relationship and had equal rewards.The ones under-benefitted had feelings of anger, resentment and deprivation, and those over benefitted felt guilty and uncomfortable. However, this may not mean that a relationship will break down. Karney and Bradbury (1995) found that marital unhappiness did not strong predict a future divorce. A problem with both of the theories is that they cannot explain why people stay in unhappy relationships, where the costs are clearly outweighing the benefits, or where the rewards are unequal.For example in an abusive relationship, many partners stay in the relationship even though they are not having any benefits from it. Another criticism of the social exchange theory is that they imply that people are extremely selfish and underestimates the role of altruism. There are also problems when trying to quantify the costs and benefits in a relationship. A problem with the equ ity theory is that there are strong individual differences as to how much equity people expect from a marriage or romantic relationship.These two theories focus on individualist cultures, where there is an emphasis on personal freedom. They may not apply to collectivist cultures where there is an emphasis more on what is best for society. Another researcher, Duck (1992) looked at findings from several longitudinal studies into the breakdown of relationships. He found that there are many predisposing factors that could influence the dissolution of a relationship. These factors can either be internal; which is where the risk lies in the partners background and personality, or external where it is events outside the relationship that may threaten it.Graziano et al (1996) supports the fact that personality has shown to be an important factor in the breakdown of relationships and says that individuals who are high in agreeableness (co-operative, supportive and non-confrontational) tend t o be in relationships which last longer and there is less conflict. They also believe that relationships where one of both of the couple is high in neuroticism are more likely to end in a divorce. Duck’s predisposing factors do offer reasonable explanations for why some marriages may fail.However only some of the marriages that meet most of all of the criteria will actually end in a divorce, many divorces will involve couples that do not meet any of the criteria. This then suggests that the predisposing factors oversimplify the complex behaviour. This would make the theory reductionist and therefore is not good in explaining the breakdown of relationships. Another problem with the research is that a lot of it can be troubled by various factors such as individual differences with the individuals involved in the relationships.Many of the couples interviewed were often white and middle class, this is culturally biased and therefore means that the results found from the studies c annot be generalised to the cultures of the rest of the world. The data gathered from the research is often mainly retrospective self-report, this is bad because the retrospective means looking back after the event has happened and therefore may be unreliable as it relies on the memory of the individuals meaning that it is not reliable, the self-reports also may lack in validity because it is possible for the participants to lie.

Architecture, as a science must be associated with mathematical logic and reasoning

‘Architecture, as a science must be associated with mathematical logic and reasoning, lest it is identified as a non-exact science like the visual arts’ (Allen, 2000, p 7). Just like the exact sciences, biology and physics, wherein formulated hypotheses can be tested over and over again through experiments in generally controlled environments; architecture is tested through a very different method. In architecture, hypotheses, in the form of design ideas and concepts are reflected in drawings and representations which are in turn, balanced by mathematical equations.However, the process can only be repeated once. The reasons, which are quite obvious, pertain to the unavailability of a vast range of resources. The ultimate outcome can be a structure, encompassing and infinite, in the form of a design space or built-environment. Drawings are a very important aspect of architecture. An architect’s or artist’s ideas and concepts are translated in such using the principles of perspective, vanishing point, viewpoint, tracing, orthographic and isometric projections, and the likes.To start with, there is already difficulty transcribing an idea into a physical drawing. From the drawing in pen and paper into a live, standing and habitable building or structure poses the biggest challenge of all for the proponents. Architects must be very careful in minimizing the deviation of each component from the other. ‘Thus, there is always an attempt to relate the abstract realm of geometry with the material stuff of the building’ (as cited in Petrescu, 2007, p 93). What might have been conceived may not be drawn accordingly and consequently, may not totally materialize into reality.‘Strict observance of the principles in perspective is fostered in that non-linear lines are edited out’ (Petrescu, 2007, p 102). Tracing, as one method of drawing, showcasing a beautiful conglomeration of artists’ and architects’ works, is a kind of copying from something that is already there. It is primarily based on outlines, thus the term, â€Å"outline loving†. Orthographic drawings on the other hand are comprised by some of the basic architectural drawings namely elevations, plans, sections, and the likes. Perspective drawing enables the viewer or audience to experience both fore- and back- grounds.It was even believed that perspective portrays a narrative history through which the past and present are crossed. ‘In this reference, perspective serves as a time check: ordering, surveying, and recreating the past from the viewpoint of the present’ (Allen, 2000, p 7). Some principles govern perspective drawing namely the convergence of parallel lines into the centric point and the apparent decrease in distance between equidistant transverse lines could be determined by geometric method. Interference is introduced, with changes in scale, sampling and decontextualising, distortion and overlays.O n the other hand, vanishing points and viewpoints, which are interrelated, affirm an ideal viewing distance between the observer and the building, in spite of the offer of different angles and perception. ‘Enfilade, an architectural spatial connection technique, is defined as the alignment of the centrelines of doorways or openings to a series of spaces’ (Goldschimdt, 2004, p 17). It has been widely used in photography, and associated with one-point perspective; however, the result of a visible depth even in the presence of compressed physical distances is commendable.A plan provides a description of a whole, if only in two dimensions – a series of equidistant spaces or openings will be translated into a compressed image by an experienced architect who has a trained eye. The drawings are non-predictive for the conditions and the end results are case-sensitive. An architectural drawing may or may not be authored by only one person. ‘In a false-etymology, to â€Å"de-sign† becomes the collaborative efforts of a team of architects and artists’ (Petrescum 2007, p 100).But when the orthographic drawing had been made, this appears to be created by a single hand although amendments and comments by the team may be indicated by the hasty notes and markings on the drawing. Evans (1997) suggests that the modality of conventional architectural drawing is an expression of the perceived equivalence of wall and paper, with the drawing acting as both surface and veil for authored intentions in a manner readily transferrable into a building (as cited in Callicott, 2001).This explicit advantage poses as a disadvantage as well, in that drawings can possibly mask the realization of a great building through inherent constraints. As cited in Petrescu (2007), Evans noted that the architectural drawing is not simply a reductive and failed representation (or â€Å"pre-presentation† since the drawing is usually prior to its object) of a bu ilding-to-be but is also an operator. (p. 93). The transaction between the two components is vital as both can be considered communication tools. ‘The underside of drawings reveals its materiality but they are unlooked or unread’ (Petrescu, 2007, p 102).Architectural drawings supposedly communicate the architect’s idea to the builder, but historically this actually caused separation. ‘Any type of drawing, orthographic or isometric, which is constructed of real proportional dimensions and relative coordinates cannot provide the designer any insight into the qualities of appearance to the subjective viewer’ (Goldschimdt, 2004, p 16). Even when designers are endowed with exceptional experience in the matter, the physical manifestation of an abstract representation is still questionable. Indeed, there is a great disjunction between drawings and buildings.The drawing (almost an accumulated partial representations), from which all else emanates, disappears with the onset of construction. Allen (2000) states ‘that the capacities and logics of drawing are necessarily distinct from the potentials of construction; practice disrupts the easy characterization of drawing as the realm of absence and building as the realm of presence’ (p 6). The abstract realm of representation and geometry, the initial phases of any architectural process, should be perfected as well as the physical aspect – that is the building phase. Architecture is not the only science justified through geometry.It is likewise useful to pin down music properly to its visual harmonics. ‘Cosmological, religious and philosophical consonances were played out on the basis of geometry of space and its relation to an idealized body’ (Allen, 2000, p 7). An important example showcasing the sensitivity of the relationship between drawings and buildings is the Pavilion of 1929 by Ludwig Mies van der Rohe. ‘It is an architectural icon, not only b ecause it is seductive and much copied, but also because it has most often been perceived in conditions similar to that of the artwork’ (Hill, 2001 p 66).Unlike most of Mies’ works, the Pavilion, now popularly called Barcelona Pavilion, recognised as to have a horizontal symmetry, does not focus on landscape. The imagined symmetry no longer exists because the horizontal bypasses and cuts the vertical planes in the form of a physical plane. The Pavilion was widely known even through photographs from 1930 to 1986 until its reconstruction as an exhibit, gallery, and historical monument – the reason for the discontinuance of its display to the public.Whether the building was taken in black and white or coloured photographs, there is no great difference because as was conceived by the designer, it reflected vision, and not any or all of the senses. ‘Smaller buildings with emphasis on the horizontal plane, wherein the top and bottom are symmetrical with respect to the horizon, is also commendable such that the â€Å"floating† ceiling planes above and the grid of the floor pavers below are distanced equally from the eye level of the average viewer’ (Goldschmidt, 2004, p 16).As cited in Hill (2001), ‘Mies’ architecture is formulated by representations rather than by plastic realities and the goal of projection as an empty space was successfully transcribed into the Pavilion’ (p 66). Water lilies abound in the reconstructed building, although as studies suggest, their presence was unintentional. As an embodiment of the ideals and principles of a locality, the Pavilion is more just than an attribution to Germany. It is the relationship with the general surroundings and Barcelona as well as the association with international modernism that makes the Pavilion a big hit.Another characteristic of great architecture is the will to triumph over the tricky unbalancing relationship between rationality and aesthetic. M ies, one of the great modernists, had won over this battle in his design of the Pavilion, imploring the use of skinny little I-beams suspended in mid-air. Evans (1997) noted ‘that some of the finest detailing of the modern movement was displayed by the immaculate lines and cruciform columns of the German Pavilion – columns that are notorious for their structural sleight of the hand’. He also noted that the perception of light and depth as exhibited by the Pavilion is admirable.The Hubbe House in Magdeburg designed in 1935 by Mies is also of special interest because of the treatment of the outdoor and indoor areas as illusory; nature could be easily replaced by a photomontage. Over the time, the types and techniques of drawing have changed. Increasing exponentially, drawings used by architects are not only confined to the â€Å"footprint† of a building or its elevations. A discourse on whether perspective is truly an equivalent of the â€Å"sight† or merely a conventional representation based on the West had been raised. Computer-aided machines (CAM) can do lots of things with just a click of a finger.This compensates for the difficulty of traditional drawing and traditional palette to translate the proposed and desired outcome. Traditional palette may not be realistically portrayed in the building from the drawing (or even from the imagination). Evans related that unlike the visual arts, to which architecture is closely associated with, the former is product-directed while the latter needs to utilize a medium – drawings. The technology of building materials is always and never a step ahead or behind drawing techniques.There is always a discrepancy which may be caused by the changes in the shape of the materials, i.e. deformation or phase change. This is where the ultimate problem arises. ‘The most intense activity is the construction and manipulation of the final artefact, the purpose of preliminary studies to giv e sufficient definition for final work to begin, not to provide a complete determination in advance, as in architectural drawing’ (as cited in Cunningham, 1998, p 9). According to Allen (2000), ‘to pay close attention to the transactions between the culture of drawing and the discipline of building, the architect must simultaneously inhabit both worlds’ (p.6).Computers are deemed useful in almost any undertaking of a project in line with almost any profession; architecture is not a stranger to this. The most complicated structure and built environments that are seen standing today have not denied the vital role that had been performed by computers. However, engineers confirm an avenue for a â€Å"low technology† in the building and engineering world for sketching will always be a big part of communicating the design language to the participants of the process.‘It is crucial in accessing the body of tacit knowledge on which the profession depends†™ (Callicott, 2001, p 61). It is therefore confirmed that in the practice of architecture and engineering, the need for employing high technology is very much just the same as that of low technology. One moral imperative for an architect besides evoking that architecture is a symbol of its time, buildings and structures should reflect the spirit of the age. In the time of modernism, architecture has been described as less in design and material and more in functionality and efficiency.Rampant and popular issues governing a current time period may be well reflected into architecture not only through its design but also in its building techniques and materials. The growing concern for the conservation of the environment and its natural resources may be a responsible consideration addressed in design. The common trends in urban and modern architecture are summarized in its tag line â€Å"folds and bends†. Traditional drawing techniques like perspective and orthographic project ions may no longer be enough for such aspirations exhibiting utmost complexity.Technology is architecture’s gauge, guiding or misguiding it to the future, to either progress or regress. â€Å"Landscape urbanism† was a term coined by Charles Waldheim that describes the practices of designers who replaced architecture as the primary medium in city-making. ‘It is like interstitial discipline that operates in the spaces between buildings, infrastructural systems, natural ecologies which advocates worthy attention for the marginal spaces’ (Waldheim, p 59).It bridges the gaps between structures by preparing the ground and extending the functionality and efficiency of the buildings and its surrounding spaces like the strategic open parks and walkways aesthetically arranged with landscape components. Contemporary urban landscapes maximize the functionality of the open spaces to compensate for the commercial value of land in the city; unlike before, formal themes o f landscape designs in the urban were spacious and lack immediate purpose. The development of urban forms is explained by Conzen through the use of concepts such as fringe belt and burgage cycle.The former is characterized by a land initially occupied by large sites having low access to commercial space, which finally, transforms it (land) into a full-fledge built-up area. ‘The progressive filling-in of plots with buildings, leading to a climax phase of maximum coverage and, ultimately, the clearance of plots preparatory to redevelopment describes the latter’ (Whitehand & Larkham, 1992, p 6). There is a certain hierarchy in which the urban forms namely town plan, building forms, and land use is arranged within the plots or land-use units and consequently, converged to form the general framework of the town.Urban landscape cells, the smallest conglomeration of the morphologically homogenous areas that are composed of the site and the above mentioned forms, complex to for m urban landscape units. Several features of urban landscape i. e. high-tech corridors, festival settings and pedestrian shopping malls are associated with post-modernism. The latter is noted to be undergoing widespread economic restructuring, including architectural manifestations.The study of urban forms that comprise the urban landscapes is essential not only in shaping these landscapes but also for future urban planning and architecture. The design and layout of former towns, evident in the existing buildings and structures, provide information on how future ones will be established and managed. Continuity in function and elements is revealed specifically on same sites even of different time periods. Whitehand and Larkham (1992) used Worcester, a cathedral town with a complex multi-phase plan as an example to demonstrate this point.The central sites, which are prone to redevelopment, allow for road construction and widening. To analyze the evolution of a certain town, a combinat ion of the surviving elements of a not-so-distant urban landscape as well as cartographic, documentary and archaeological evidences are important. Although the towns and plan units are not permanent and vary through a towns and periods, a certain parallelism can indeed be derived. As was concluded, this is essential in making future planning and designing of towns.

The Life of G.F. Handel Essay - 1137 Words

The Life of G.F. Handel George Frideric Handel was born on February 23rd, 1685 in Halle, Germany. Handel had a passion for music from the time he was capable of understanding it. His father Georg was a highly respected barber/surgeon (Cavendish, vol. 4, pg. 60), which did not believe in music as a career and wanted his son to study law. Georg thought a career in law would offer more prospects and stability (60). Handel’s father was so against having his son play music, he took all of his son’s instruments out of the house. However, Handel was so interested in music he managed to sneak a clavichord into the loft of the house on which he practiced secretly (60). In his early years, up until he†¦show more content†¦While never actually working together, J.S. Bach copied many of Antonio’s works in trying to unravel the mystery that was behind his compositions. Then there’s Francesco Geminiani, which was a student of Corelli’s (Carlin 59). Unlike the previously mention ed composers, Geminiani was a soloist choosing to play the violin. The man responsible for teaching G.F. Handel how to play the keyboard and compose was Friedrich Wilhelm Zachau, who was an extraordinary musician himself. Aside from the violins there were also masters of the keyboards, such as a gentleman named Dietrich Buxtehude. Buxtehude had a determination to make the church a center of musical activity (Carlin 62) and founded a series of religious-oriented music. He is remembered today for his inspiration for Bach and other younger and greater composers. Bach and Handel are considered the Classical Giants. While their music was a strong influence to the Baroque time period, it was also their achievements that made them the most influential. There were also masterminds such as Hayden and Mozart who added to the culmination marking the development to what we consider classical music. Handel composed well over two hundred pieces in his lifetime. Ranging from oratorios, operas, cantatas, sacred and secular vocals,Show MoreRelatedDifference Between Oratorio, Cantata and Opera1640 Words   |  7 Pagesnarrator. The cantata addresses a religious topic, but it is not narrative. Rather it is a collection of commentary set to music, and the cantata is used in worship. In the religious music orb, the work methods of the two most important composers, G.F. Handel and J.S. Bach differed extensively. As early as the middle of the seventheenth century, the aria had supplanted the recitative as the most important musical component of the opera. This hierarchy remained intact throughout the Baroque period. TheRead MoreConcert1454 Words   |  6 PagesG.F Handel Trio Sonata in B-flat major Op.2, No 3: (Adagio/Allegro/Grave/Allegro) This piece was written in 1722 in London and performed in Convent Garden Theatre. G.F Handel (1685-1759) was a German-British Baroque composer whose works have been continuously played to the present. He is well-known for his orchestral suites and his chamber and vocal music. His most famous work is oratorio â€Å"The Messiah† C.P.E Bach Sonata for Oboe and Basso Continuo in G minor, Wq 135: (Adagio/Allegro/Vivace) Read MoreEssay on Freedom of Choice in A Clockwork Orange1220 Words   |  5 Pagesyoung man name Alex and his friends, every night they go around and start committing violent acts. In the novel Alex expresses his freedom of choice between good and evil. The freedom of choice is a decision that every person must make throughout his life in order to guide his actions and to take control of his own future. This Freedom of Choice, no matter what the outcome is, displays person power as an individual, and any efforts to control or influence this choice between good and evil will takeRead Morebaroque study guide Essay1228 Words   |  5 Pagesï » ¿ Baroque Dates: (1600-1750)    1.  What does â€Å"musical style† mean? Different types of musical compositions developed throughout different eras 2. What was going historically during this era?   What was life like? New ideas and art was being introduced everywhere. It was a time of personal expression and drama. There was controversy between Catholics and Protestants which caused long periods of religious war. It was also a time of scientific research and astronomical studies. 3. WasRead MorePart III Study Guide Essay1711 Words   |  7 Pagesgoing historically during this era?   What was life like? The Baroque was a period of absolute monarchs. The monarchs had total control over every aspect of their realms: the economy, the books, the style of art, and even life and death. Louis XIV became the model and he set the stage for many things going on during this period. In many parts of Europe, a strict social hierarchy, rigid laws, and elaborate codes of dress and manners characterized life. There were no major wars. There were knew technological