Monday, September 30, 2019

Mies Van Der Rohe and the Sense of Space

Intro From the mid 17th-century to the early 20th-century, after the renaissance and the enlightenment thought, the world again experienced a flourishing revolution throughout almost all the realm including architecture, culture etc. , initiating many different movements. As a response to the declining aristocracy and the rising bourgeoisie, the neo-classicism began to spring up to accommodate the new institutions of bourgeois society through the re-adoption of antique doctrines. Modern Architecture: A Critical History P12) Although it acts as an introspection of the over-elaboration of architectural language in Rococo interiors of Ancien Regime and the secularization of Enlightenment thought (Modern Architecture: A Critical History P12), architects cannot simply be sufficed with the fact a reverence for the classical past (Pragmatism and Modern Architecture, William G. Ramroth P31) They started to discover the fundamental morality of the building. (The artless word P96) Ludwig Mies van der Rohe, as one of the most â€Å"Zeigeist† architects in the biography of modern architecture, began his career under this ultimate paradox era. Now we scale our eyes down to the three projects successively done by Mies van der Rohe during the 1920s, that is the Brick Country House, the Wolf House, and the Barcelona Pavilion, through which, we can follow the penetration of Mies’ ideological transformation from the neoclassicism to the modernism, to trace the differences between them. Fan of skyscraper P2 Only skyscrapers under construction reveal the bold constructive thoughts. Mies van der Rohe, published in Fruhlicht, 1, no. 4(1922) 122-124 Mies Intro â€Å"The idealistic principle of order†¦with its over emphasis on the ideal and formal, satisfies neither our interest in simple reality nor our practical commonsense. † –Philip Johnson, Mies van der Rohe, New York: Museum of Modern Art, 1947, p. 194 In a Hegelian sense, Mies conceiv ed of the â€Å"Zeigeist† as a driving force in history infused in and identified with technology. – Mies_van_der_Rohe_The_Genealogy_of_Column_and_Wall P44 He claimed that â€Å"Technology is rooted in the past. It dominates the present and tends into the future. † Mies believed that the linear progression of technology would surpass its practical dimension to become â€Å"something that has a meaning and powerful form. † – Conrads, Ulrich, Programs and Manifestoes on 20th Century Century Architecture MIT Press 1975 P154 This monism initiates an architectural discourse which rejects â€Å"all aesthetic, all doctrine and all formalism,† and restores architecture â€Å"to what it should exclusively be: building. † -Mies van der Rohe, â€Å"Aphorisms on Architecture Form† uoted by Johnson, Philip C. , Mies van der Rohe(New York: The Museum of Modern Art, 1947), P 188-189 â€Å"Essentially our task is to free the practice of building from the control of aesthetic speculators and restore it to what it should exclusively be: building. † -Mies van der Rohe, â€Å"Aphorisms on Architecture Form† quoted by Johnson, Philip C. , Mies van der Rohe(N ew York: The Museum of Modern Art, 1947), P 188-189 The renovation of the building art from its foundation up had to begin with the reestablishment of a fundamental morality of building. As its apostle, Mies entered the debate. Part of his program was, first of all, the rejection of a past, that had, after World War I, experienced a total collapse, a â€Å"heroic finale†. The purging of the building art from this history of decline began with a rejection of all aesthetic and symbolic references and contents. The clenched fist spoke, as it were, in the rhythmically insistent verdict of Mies: â€Å"Any aesthetic speculation, any doctrine, and any formalism we reject. † -the artless word P96-97

Sunday, September 29, 2019

How to Play Basketball Essay

In order to play basketball, you need one basketball and two basketball hoops on opposite ends of the court. The hoops should be ten feet high. In an original game, you should form two teams of five individuals apiece would be the requirements. If a court just so happens to be full or fewer players are available, a game with one hoop can be played using alternate rules. The object is for you to score more baskets than your opponent. You should play a typical game for sixty minutes with four fifteen-minute periods, but you really can determine the length yourself. For you to start the game, the wo teams you formed, line up around the two centers. Each of your players matches up against another based on height and skill to make it fair. The referee throws the ball straight up and the two of you who are playing the position center, jump up to gain possession. The goal for you is to â€Å"tip† the ball to your teammates to gain possession. Remember Basketball is much as an offensive game as defensive game. When you have the ball, all of the members of your team are on offense. On offense you are trying to score points by shooting the ball into the opposing team’s basket. Each â€Å"basket† your team scores is worth two points. Baskets scored outside the three-point line (an arc-shaped line beyond the free throw line) are worth three points. On offense you need to advance the ball, you can advance the ball in two ways: by passing and dribbling. First Dribbling, you need to take the ball and bounce it on the floor in a continuous motion. This is the process of dribbling. You can move your feet and body in any direction as long as you are dribbling but if you move in any direction without dribbling the ball then that is a violation. The goal for your team on offense is†¦

Saturday, September 28, 2019

Supply, Demand and Diversity Factors in the Workforce of Australia

1. Labour Supply Analysis (to determine if the number and types of employees required are available when and where they will be needed). You should analyze current workforce’s capacity to meet current and predicted demands for business goods and services. The process begins with the internal analysis of existing employees in the company. If the number or mix of staff are not sufficient or not meet the requirements, the search for external information is required. Theses information can be obtained through the intranet, policy documents, divisional reports and etc. The beginning is made a list of current employees to identify future skills. This analysis includes an audit of current skills of each employee. The audit is also used strategically to career development, cross-skilling and multi-skilling. Even with the availability of these resources, the greatest challenge is also to establish a dialogue with the staff to meet the goals and aspirations them and also if they want an opportunity to grow within the company. According to new research, companies are not giving the right support to their staff. Without opportunities, employees are going away. For this reason the skills shortage and staff turnover still are being a problem. People need to feel purposeful and valued about where the organization is going. The companies need to create strategies to retain their talent and this is the main feature that ensures competitiveness, much more than material resources, financial and technological. The ANZ bank has a supply intensive with over 15. 000 suppliers providing good and services that keep their operations. Their focus is on strengthening their relationship with local suppliers in all markets and their supply chain is located in Australia, New Zealand, Singapore, Hong Kong and India. 2. Labour Demand Forecasting (estimating the number and type of employees needed to meet organisational objectives). Using (not just repeating) the labour supply data or demographic and economic data: explain how this data will be used to forecast human resources supply within ANZ Bank Australia. The Human Resource Planning will be affected according to the level of business development. If the company is starting now, the HRP will hire only candidates with skills that sustain the operations of the company. But if the company is growing, the HRP will focus on the hiring of experts. And if the company is in decline or challenge in the face of economic climate, the focus will be the restructuring. With the globalization, the advance of technology and the concept of sustainability, the companies need to adapte to these challenges. These challenges influence the vision and objectives of the companies. The strategy used by the bank is to nurture leadership team in regions where business is growing. Today this strategy is being implemented in Asia and the Pacific. ANZ bank seeks to avoid redundancies. 3. Balancing Supply and Demand Considerations Review of diversity in the Australian workforce – how would this affect/apply to ANZ Bank Australia. One of the problems that it has been affected the workforce in Australia is the redundancy and many employees have left their jobs for fear to lose the work. According to a survey, 76% will be looking for a new opportunity in the next 6 months. The main reason is that they are seeking a career development and wage growth. If the employee feels that is purposeful, valued, that have some support and rewards necessary, the employee remains in the company. An example that expresses this problem is with receptionist position because over half 54% of administration and office staff a new job and it have proven that receptionist are the most unhappy. This position is easily filled and employers don’t have to invest in these staff, even the reception staff are the face of an organisation. The challenge has been also finding people who are prepared to develop their skills and match the current needs of the companies. The qualities that employers are looking for today in candidates are: resilience, strong leadership, ability to seek ways to remain competitive from a business development standpoint and the ability to be more productive with limited resources. Employers are looking for who are make an impact on profitability today. The balancing supply and demand is based on recruitment (shortage) such as: full-time, part-time, job/work design, career management, remuneration practices. And also Reductions such as: Dismissals, retirements, retrenchments. 4. How to Formulate Staffing Strategies to meet Organisational Needs Define ow the article information will be used to define objectives and staffing strategies in ANZ Bank to retain required skilled labour. According to ANZ bank the staff strategies are used to create a new leadership team in which region that they are included. Others staffing strategies used are: open communication with staff (people need to feel purposeful and valuated); is impo rtant to communicate a clear vision to the employees and the goals and objectives of the company and also where the company is going to; provide some coaching and training; provide some salary package.

Friday, September 27, 2019

Zinc and alcohol metabolism Term Paper Example | Topics and Well Written Essays - 1250 words

Zinc and alcohol metabolism - Term Paper Example The ileum absorbs nearly 3-4 grams of zinc per day and thus the recommended allowances, daily range from 5mg in infants to between 16 and 19 mg per day for lactating women. In addition, it is stored and used in two distinct pools: the fixed pool that is usually bound to metalloproteins, which constitutes 80-90% of body zinc. The second is the labile pool which constitutes loosely binding or free zinc, which is available for exchange by organelles and cells. This kind of pool is susceptible to depletion, especially during dietary zinc deficiency. Free zinc may be toxic to enzymes and proteins and thus the labile pool is largely bound to proteins that carry zinc. Moreover, zinc movement across organelle membranes and plasma is regulated tightly by zinc transporters. Zinc has a vast majority of functions and relates to alcohol intake through its biochemical role in metabolism of alcohol. Zinc is important for cell division and growth. It is crucial, especially during pregnancy for the developing fetus because cells are dividing rapidly. Zinc helps in avoiding pre-term delivery and congenital abnormalities. Zinc is useful in activating growth-weight, height and bone development in children, infants and teenagers. Moreover, zinc plays a role in fertility. In females, it can help in the treatment of menstrual problems and alleviation of pre-menstrual syndrome associated symptoms..In males, it offers protection from infection and enlargement of the prostate gland. It also maintains mobility, sperm count and levels of testosterone at normal (Kang et al, 2008). As a component of most enzymes, it participates in synthesis as well as degradation of lipids, nucleic acids, proteins, carbohydrates and the metabolism of several other micronutrients. Zinc aids in the stabilization of the molecular structure of membranes and cellular components, and in this way contribute to cell and organ maintenance. In addition, zinc is essential in transcription of the

Thursday, September 26, 2019

Integrative Customer Relationship Management Program for Royal Mail Essay

Integrative Customer Relationship Management Program for Royal Mail Group - Essay Example However, because of the challenges associated with the industry and this particular company itself. Parcel Force is in dire need of establishing a new source of competitive advantage. The pathway chosen to achieve this objective is the Customer Relationship Management Plan. (Smith, 2008) Customer Relationship Management is particularly necessary owing to the fact that the overall UK consumer has become more informed about what he or she is looking for in the postal service sector. Additionally, competition has heightened tremendously within this arena especially given the fact that postal services have become deregulated. Part of the reason for these occurrences is the advent of technology. Electronic dissemination of information has made the market and industry scene for Parcel Force to become quite competitive. On top of the latter, consumers now want faster delivery of their goods and are also looking for quality in service provision. (PA Consultant group, 2008) Given all the latter issues, there was a need to reorganize this company so as to provide excellence in service provision. Part of this reorganisation process is the creation of a three year long strategic plan that will be centred on creating a long term goal of success for this particular company. ... If the latter company sticks to the gaols of this program, then it may make it very difficult for other groups to try and imitate them. 3.0 Vision, Mission, Corporate Objectives 2.1 Vision "to create the most reputable and efficient mail service provider in the United Kingdom through focus on the consumer." 2.2 Mission "to enable all the consumers achieve their personal objectives through provision of sound and efficient solutions by Parcel force" 2.3 Corporate Objectives The corporate objectives will be covered under three major objectives; The company will focus upon expanding its current market. While the UK has a relatively positive image to the issue of postal services, it is imperative to reach those few numbers that are not using this service currently. The second objective will be providing quality services through greater innovation. In other words, technology will be a key factor in improving these matters. The last objective will reflect on the profitability of the latter company as a business enterprise - this means that the company will be one of the most profitable companies in the postal sector. (is4profit, 2008) 4.0 Situational Analysis 4.1 Macroeconomic analysis The UK mail service has been directly associated with growth in the population. This is largely because a rise in population means a larger customer base. However, the economy has embraced a lot of emailing thus diminishing the rate of growth of mails. On top of the latter issues, the UK economic situation is such that there is a direct relationship between mail growth volumes and Gross Domestic product level. Statistics have shown that the amount of mail volumes in the United Kingdom usually increase or decrease at

The Effectiveness Of UK Anti-Corruption Policy A Research Proposal

The Effectiveness Of UK Anti-Corruption Policy A - Research Proposal Example The article explains that there are several macro-level and cross-country studies, which have focused on the effectiveness of specific anti-corruption strategies (Cooper & Shour, 2012: p126) and on the particular characteristics of countries that have managed to reduce their corruption levels to notably low levels (Burrell et al, 2010: p28). However, it was also noted that most studies of this kind normally provide for correlations, instead of broader causal relationships, especially given the significant differences that occur between different countries and regions. Therefore, in this research study, an attempt will be made to only utilize those evaluations of anti-corruption, which have been carried out at micro-level. This research study will evaluate econometric or observational, quasi-experimental, and experimental studies that have evaluated anti-corruption interventions at the micro-level that had to do with incentives and monitoring, as well as changes to systemic rules in reducing corruption among employees in the public sector in the UK. In searching for relevant literature, the researcher will look for English-language literature that was authored between 2002 and 2013. To do this, a search of major databases like EBSCO, JSTOR, and EconLit, will be carried out, as well as gray sources of literature like ProQuest, Index of Theses, NBER, and IDEAS. In addition, databases and websites of relevant government institutions and organizations will be used, while expert opinions and reference searches will be solicited and conducted respectively.

Wednesday, September 25, 2019

Usability of a Management Strategy in the Field of Information Research Paper

Usability of a Management Strategy in the Field of Information Technology Project Management - Research Paper Example The use of proper management strategies has the capability to enhance the competitive advantage available to a business operation of any form or manner. Information technology poses the greatest advantages when it comes to gathering, processing, analyzing and then making decisions based on such information. Moreover, information technology has the capability to solve complex problems through the use of proper business models and their simulations. The ability to foresee problems and deal with them accordingly using information technology resources allows the development of sustainable business models and capabilities. The ease and simplicity allowed by information technology can only be utilized in the right manner if the right form of management strategies and implemented both in principle and in practice. Management strategies to steward information technology must be geared to look into the organization’s actual needs and projections. The appropriate implementation of information technology allows the achievement of organization objectives with

Tuesday, September 24, 2019

Anthropological Research on Ireland Essay Example | Topics and Well Written Essays - 1250 words

Anthropological Research on Ireland - Essay Example With the regard of the location of anthropology in the social science, life science, and humanity the anthropological study of Ireland will predominantly focus on the social uniqueness of the within the culture of the inhabitants of the Ireland. In addition, this research is concerned with the study of cultural and social diversity of the people of the Ireland that will virtually include the aspects of human social activities including material culture or the cognition to economics, kinship, religion, and politics. The study is as well focus in a small community that will be used to give a reflection of a large cultural interaction among the Ireland people. The study aims at incorporating small-scale information seeking that will involve individual biographies and interviews to regional, national, or transitional networks in the understanding of the cultural diversity among the Irish. Geography Ireland is an island that is located to the west of the continent of Europe. This island i s considered to be the third largest among all the islands in Europe and the twentieth among the global island. The largest island within the Great Britain is located to the east of Ireland from, which the island is separated by the Irish Sea (Wilson & Donnan 4). Politically, Ireland is divided into two political territories: the Republic of Ireland that covers approximately less than five sixth of the entire island, and the Northern Ireland that forms part of the United Kingdom that covers the remaining physical part of the island. The Northern Ireland is located to the northeast of the island. The island’s population is approximated at 6.4 million people with less than 4.6 million people living in the Republic of Ireland, and less that 1.8 living in the Northern Ireland (Wilson & Donnan 17). Setting There are relatively low lying mountains that surrounds Ireland, especially the central plain epitomize geography of the island. Ireland also has several navigable rivers with o thers extending inland. The island’s vegetation may be described as lush vegetation, which is considered to have resulted from the island’s mild, but admirable oceanic climate that is characterized by average temperature. The island had historic woodland until in the seventeenth century. Currently, Ireland is regarded as the most deforested areas of the European Continent. The island provides home for twenty six species of mammal that are native to the island (Wilson & Donnan 15). History The Norman inversion of the Thirteenth Century in the middle age paved way for the Gaelic resurgence. The English dominated the island following over sixty years intermittent war that broke out in the Fourteenth Century, or in the 1500s. Notably, the English rule dominated the island after 1603. With the 1960s, a Protestants English rule system was designed to disadvantage, or to demoralize the Protestants dissenters and the Catholics majority (Wilson & Donnan 12). This system was ext ended into the Eighteenth Century. In the year 1802, the island of Ireland was made part of the United Kingdom. The independent war of the Twentieth Century led to the partition of Ireland that created the Irish Free State. This states retained their sovereignty in the decades that followed while the United Kingdom retained the Northern Ireland. The decision of making the Northern Irel

Monday, September 23, 2019

Analysis of Life story by David Shields Essay Example | Topics and Well Written Essays - 1000 words

Analysis of Life story by David Shields - Essay Example I particularly enjoyed Shield’s atypical and fresh way of structuring this essay. The sentences are put together coherently to deliver the message on different aspects of life. However, the different sentences sued in the construction of a paragraph are independently able to deliver a message and make sense on their own. For instance, when he says â€Å"This vehicle not purchased with drug money. Hugs are better than drugs.† The two sentences are independent of each other in terms of examining, but they are coherently linked to make a sensible paragraph which is nice to read especially because it has a prose flow. Shield’s uses powerful phrases and sentences which sound like bumper stickers. When the author says, â€Å"Heaven doesn’t want me and Hell’s afraid I’ll take over†, this quote signifies a strong deeper meaning. In my opinion, the author is trying to tell us that neither heaven nor hell can take human’s life. The author wants to tell the readers that he is a bad guy especially due to the tone of his voice throughout the essay. I feel that deeply, the author wants us to be strong in life and live without fear of death. To him, Heaven and Hell are human’s imagination and, therefore, we should not worry about dying if we live on earth happily. In life, we can find the real things if we work hard and most importantly, work hard.  If we think deeply, we own our lives. Personally, I have seen bad guys live more than 80 years, and also good guys can live 80 years.

Sunday, September 22, 2019

Satellite. Solar system Essay Example for Free

Satellite. Solar system Essay A satellite is defined as any object that orbits any other object. Satellites can be celestial, such as a moon orbiting a planet in the solar system, or a planet in the solar system orbiting the sun. Satellites can also be man-made. Man-made satellites are typically launched into outer space from earth to collect data, photos and other information about Earth and all the many things that exist around it. An animation depicting the orbits of GPS satellites in medium earth orbit. A full size model of the Earth observation satellite ERS 2  In the context of spaceflight, a satellite is an object which has been placed into orbit by human endeavor. Such objects are sometimes called artificial satellites to distinguish them from natural satellites such as the Moon. The first artificial satellite, Sputnik 1, was launched by the Soviet Union in 1957. Since then, thousands of satellites have been launched into orbit around the Earth. These originate from more than 50 countries and have used the satellite launching capabilities of ten nations. A few space probes have been placed into orbit around other bodies and become artificial satellites to the Moon, Venus, Mars, Jupiter and Saturn. Satellites are used for a large number of purposes. Common types include military and civilian Earth observation satellites, communications satellites, navigation satellites, weather satellites, and research satellites. Space stations and human spacecraft in orbit are also satellites. Satellite orbits vary greatly, depending on the purpose of the satellite, and are classified in a number of ways. Well-known (overlapping) classes include low Earth orbit, polar orbit, and geostationary orbit. Satellites are usually semi-independent computer-controlled systems. Satellite subsystems attend many tasks, such as power generation, thermal control, telemetry, attitude control and orbit control. HISTORY OF ARTIFICIAL SATELLITES Sputnik 1: The first artificial satellite The first artificial satellite was Sputnik 1, launched by the Soviet Union on October 4, 1957, and initiating the Soviet Sputnik program, with Sergei Korolev as chief designer. This in turn triggered the Space Race between the Soviet Union and the United States. Sputnik 1 helped to identify the density of high atmospheric layers through measurement of its orbital change and provided data on radio-signal distribution in the ionosphere. The unanticipated announcement of Sputnik 1s success precipitated the Sputnik crisis in the United States and ignited the so-called Space Race within the Cold War. Sputnik 2 was launched on November 3, 1957 and carried the first living passenger into orbit, a dog named Laika. TYPES OF SATELLITE ïÆ'ËœCommunication satellites †¢Communication satellites provide a worldwide linkup of radio, telephone, and television. †¢The first communication satellite was Echo 1, launched in 1960. †¢Relay 1 and telstar 1 were the first active communications satellites. †¢They were launched in 1962. ïÆ'ËœNavigation satellites †¢Navigation satellites are mainly intended to help aircraft, ships and nuclear submarines. †¢These satellites provide constant signals by which aircraft and ships can determine their positions with great accuracy. ïÆ'ËœWeather satellites †¢Weather satellites carry cameras and other instruments pointed toward Earths atmosphere. †¢They can provide advance warning of severe weather and are a great aid to weather forecasting. ïÆ'ËœMilitary satellites †¢ Many military satellites are similar to commercial ones, but they send encrypted data that only a special receiver can decipher. †¢ Military surveillance satellites take pictures just as other earth-imaging satellites do, but cameras on military satellites usually have a higher resolution. ïÆ'ËœScientific satellites †¢Earth-orbiting satellites can provide data to map Earth, determine the size and shape of Earth, and study the dynamics of the oceans and the atmosphere. †¢ Scientists also use satellites to observe the Sun, the Moon, other planets and their moons, comets, stars, and galaxies. HOW ARE SATELLITES LAUNCHED ïÆ'ËœThe trick when launching a satellite is to get it high enough to do its job without losing the capsule to outer space. ïÆ'Ëœ Its a delicate balance of push and pull, accomplished by the inertia of the moving object and the Earths gravity. GEOSYNCHRONOUS SATELLITE LAUNCH VEHICLE ïÆ'ËœThe Geosynchronous Satellite Launch Vehicle (usually known by its abbreviation, GSLV) is an expendable launch system operated by the Indian Space Research Organization (ISRO). ïÆ'ËœIt was developed to enable India to launch its INSAT-type satellites into geostationary orbit and to make India less dependent on foreign rockets. GSLV Geosynchronous Satellite Launch Vehicle FunctionMedium Lift Launch System ManufacturerISRO Country of origin India Size Height49 metres (161 ft) Diameter2.8 metres (9 ft 2 in) Mass402,000 kilograms (890,000 lb) Stages3 Capacity Payload to LEO 5,100 kilograms (11,000 lb) Payload to GTO 2,000 to 2,500 kilograms (4,400 to 5,500 lb) Launch history StatusActive Launch sitesSatish Dhawan Total launches6 (5 Mk.I, 1 Mk.II) Successes2 (Mk.I) Failures3 (2 Mk.I, 1 Mk.II) Partial failures1 (Mk.I) Maiden flightMk.I: 18 April 2001 Mk.II: 15 April 2010 Boosters (Stage 0) No boostersFour Engines1 L40H Vikas 2 Thrust680 kilonewtons (150,000 lbf) Total thrust2,720 kilonewtons (610,000 lbf) Specific impulse 262 sec Burn time160 seconds FuelN2O4/UDMH First Stage Engines1 S139 Thrust4,700 kilonewtons (1,100,000 lbf) Specific impulse 166 sec Burn time100 seconds FuelHTPB (solid) Second Stage Engines1 GS2 Vikas 4 Thrust720 kilonewtons (160,000 lbf) Specific impulse 295 s (2.89 kN†¢s/kg) Burn time150 seconds FuelN2O4/UDMH Third Stage (GSLV Mk.I) 12KRB Engines1 KVD-1 Thrust69 kilonewtons (16,000 lbf) Specific impulse 460 s (4.5 kN†¢s/kg) Burn time720 seconds FuelLOX/LH2 Third Stage (GSLV Mk.II) CUS12 Engines1 ICE Thrust73.5 kilonewtons (16,500 lbf) Specific impulse 460 s (4.5 kN†¢s/kg) Burn time720 seconds FuelLOX/LH2 LIQUID BOOSTERS One of the strap-ons of GSLV-F04 being brought to the Vehicle Assembly Building The GSLV uses four L40 liquid strap-on boosters derived from the L37.5 second stage, which are loaded with 40 tons of hypergolic propellants (UDMH N2O4). The propellants are stored in tandem in two independent tanks 2.1 m diameter. The engine is pump-fed and generates 680 kN (150,000 lbf) of thrust. First stage S139 stage is 2.8 m in diameter and is made of M250 grade maraging steel and it has a nominal propellant loading of 139 t. Second stage The second stage is powered by the Vikas engine. It has 2.8 m diameter and uses 37.5 metric tons of liquid propellants with UDMH as fuel and nitrogen tetroxide (N2O4) as oxidizer, in two aluminium alloy compartments separated by a common bulk head. It delivers 720 kN (160,000 lbf) of thrust. Third stage GSLV Mk.II D3 The third stage is propelled by a cryogenic rocket engine, 2.8 m in diameter and uses liquid hydrogen (LH2) and liquid oxygen (LOX) in two separate tanks of aluminium alloy interconnected by an inter-stage. Propellant loading is 12.5 t. The indigenous cryogenic engine was built in Tamil Nadu at the Liquid Propulsion Systems Centre. POLAR SATELLITE LAUNCH VEHICLE ïÆ'ËœThe Polar Satellite Launch Vehicle commonly known by its abbreviation PSLV is an expendable launch system developed and operated by the Indian Space Research Organization (ISRO). ïÆ'ËœIt was developed to allow India to launch its Indian Remote Sensing (IRS) satellites into sun synchronous orbits. ïÆ'ËœPSLV can also launch small size satellites into geostationary transfer orbit (GTO). ïÆ'ËœThe PSLV has launched 41 satellites (19 Indian and 22 from other countries) into a variety of orbits till date. Polar Satellite Launch Vehicle PSLV-C8 (CA Variant) carrying the AGILE x-ray and ÃŽ ³-ray astronomical satellite of the ASI lifting off from Sriharikota FunctionMedium Lift Launch System ManufacturerISRO Country of origin India Size Height44 metres (144 ft) Diameter2.8 metres (9 ft 2 in) Mass294,000 kilograms (650,000 lb) Stages4 Capacity Payload to LEO 3,250 kilograms (7,200 lb) Payload to HCO 1,600 kilograms (3,500 lb)[1] Payload to GTO 1,060 kilograms (2,300 lb)[1] Launch history StatusActive Launch sitesSriharikota Total launches17 PSLV: 10 PSLV-CA: 6 PSLV-XL: 1 Successes15 PSLV: 8 PSLV-CA: 6 PSLV-XL: 1 Failures1 (PSLV) Partial failures1 (PSLV) Maiden flightPSLV: 20 September 1993 PSLV-CA: 23 April 2007 PSLV-XL: 22 October 2008 Notable payloadsChandrayaan-1 Boosters (Stage 0) â„â€" boosters6 Engines1 solid Thrust502.600 kN Specific impulse 262 sec Burn time44 seconds FuelHTPB (solid) First stage Engines1 solid Thrust4,860 kN Specific impulse 269 sec Burn time105 seconds FuelHTPB (solid) Second stage Engines1 Vikas Thrust725 kN Specific impulse 293 sec Burn time158 seconds FuelN2O4/UDMH Third stage Engines1 solid Thrust328 kN Specific impulse 294 sec Burn time83 seconds FuelSolid Fourth stage Engines2 liquid Thrust14 kN Specific impulse 308 sec Burn time425 seconds FuelMMH/UDMH PSLV is designed and developed at Vikram Sarabhai Space Centre (VSSC), Thiruvananthapuram and Kerala. The inertial systems are developed by ISRO Inertial Systems Unit (IISU) at Thiruvananthapuram. The liquid propulsion stages for the second and fourth stages of PSLV as well as the reaction control systems are developed by the Liquid Propulsion Systems Centre (LPSC), also at Thiruvananthapuram. The solid propellant motors are processed by Satish Dhawan Space Centre SHAR, which also carries out launch operations. After some delays, the PSLV had its first launch on 20 September 1993. Although all main engines performed as expected, an altitude control problem was reported in the second and third stages. After this initial setback, ISRO met complete success with the third developmental launch in 1996. Further successful launches followed in 1997, 1999, and 2001. PSLV continues to be the work horse of Indian satellite launches, especially for LEO satellites and the Chandrayaan Projects. It has undergone several improvements with each subsequent version, especially those involving thrust, efficiency as well as weight. ORBIT ïÆ'ËœAn orbit is a regular, repeating path that an object in space takes around another one. ïÆ'ËœAn object in an orbit is called a satellite. A satellite can be natural, like the moon, or human -made. ïÆ'ËœIn our solar system, the Earth orbits the Sun, as do the other eight planets. ïÆ'ËœThey all travel on or near the orbital plane, an imaginary disk-shaped surface in space. ïÆ'Ëœ All of the orbits are circular or elliptical in their shape. In addition to the planets orbits. HOW A SATELLITE STAY IN THE ORBIT ïÆ'ËœThe forward motion of the satellite is its momentum. If the gravity of the earth is not acting on the satellite, the satellite would continue in one direction. ïÆ'ËœThe swinging of the satellite gives it its forward motion. ïÆ'Ëœ When these two forces are equal, the satellite remains in orbit, without falling into or flying away from the Earth. ïÆ'Ëœ A satellites forward motion is controlled by rockets. ïÆ'ËœWhen the rockets are not fired, inertia keeps the satellite going in one direction. HOW SATELLITES WORK ïÆ'ËœReceiving uplinked radio signals from earth satellite transmission stations (antennas). ïÆ'ËœAmplifying received radio signals ïÆ'ËœSorting the input signals and directing the output signals through input/output signal multiplexers to the proper downlink antennas for retransmission to earth satellite receiving stations (antennas). MERITS ïÆ'ËœIn communication. ïÆ'ËœFor military purposes. ïÆ'ËœFor weather broadcasting. ïÆ'ËœIn terrestrial application. ïÆ'ËœSatellite Services. †¢Satellite internet access †¢Satellite phone †¢Satellite radio †¢Satellite television †¢Satellite navigation DE-MERITS ïÆ'ËœLifetime of a satellite is limited. ïÆ'ËœOnce damaged it is difficult to repair. ïÆ'ËœEconomically costly. ïÆ'ËœA small damage in any part can destroy the whole satellite. CONCLUSION ïÆ'ËœNow a day’s satellite is a basic communication media. ïÆ'ËœAny information can be transmitting from one point to another with the help of satellite. ïÆ'ËœAll people are using satellites directly or indirectly. ïÆ'ËœWithout satellites the days cannot be imagined.

Saturday, September 21, 2019

The History and Different Critiques of Critical Pedagogy

The History and Different Critiques of Critical Pedagogy The literature of critical pedagogy is very broad indeed and contains dense information. In fact, the political perspective of critical pedagogy towards the curriculum contributes much to creating abundant scholarships in the field. In addition, as many authors perceive, critical pedagogy lacks a set of definite principles; which makes the process of setting a unified definition of its premises so challenging. Still, the implementation of aspects of critical pedagogy in the classroom setting can have wide scale results on the teaching process as a whole. Hence, it is important to give a brief examination of the literature of critical pedagogy, an analysis of its core principles, and an investigation of the critique directed against its assumptions. By virtue of being critical, critical pedagogy and critical thinking share some common grounds. However, despite the existence of the critical stance in both disciplines, there are broad differences between them. One of these differences is related to the expectation of action in each discipline. In its emphasis on analysis and deep interpretation, critical thinking does not necessitate any action to achieve social change. On the other hand, the principles of critical pedagogy aim at creating a social action that comes mainly through educational practices. Another important difference has to do with the scope of interest of each discipline. Critical thinking is, by definition, individualistic and largely ignores the collective relations. Critical pedagogy, on the other hand, is more concerned with corporate action; that is why, as Burbules and Berk suggest, in critical pedagogy individual criticality is intimately linked to social criticality (55-56). Critical pedagogy might also be thought of as an extension of critical theory. Both critical theory and critical pedagogy employ their strategies with view at obliterating the hegemonic collective standards and paradigms. However, critical pedagogy is different from critical theory in the fact that it is mainly an educational philosophy that reacts towards the oppressive systems in the educational arena. The primary concern of critical pedagogy in this aspect is with issues that have to do with maintaining equal opportunities and establishing dialogical mode of discourse. As Burbules and Berk put it in the language of critical pedagogy, the critical person is one who is empowered to seek justice, to seek emancipation (50). Collins also describes the framework of critical pedagogy as being realistically involved in enlarging the sites within our institutions where genuine, noncoercive dialogue and reasonable opposition to oppressive bureaucratic controls can emerge (63). This proves that critical pedagogy involves an entirely new orientation that departs from traditional models of education and embraces a number of principles that may not be familiar in the generic pedagogical systems. The basic characteristic that separates critical pedagogy from other approaches is its celebration of social justice and emancipation. In addition, a critical approach to pedagogy is distinguished by an emphasis on dialogic interactions with view at giving equal opportunities for all voices. Critical pedagogy values the students experiences and locates these experiences at the centre of the learning process. The mission of critical pedagogy is more complex than it seems to be, and its scope encompasses a plethora of pedagogical approaches and practices. In Life in Schools: An Introduction to Critical Pedagogy in the Social Foundations of Education, McLaren points out that critical pedagogy aims at investigating, questioning and changing the relationship among different factors in the learning experience. These factors include classroom teaching, the structure of the school, and the social relations with the community. This imposes a great task on the critical pedagogue as he has to take into account a wide range of social and educational variables in his work (26-28). Critical pedagogy has its roots in Paulo Freire who is generally considered to be the inaugural philosopher of critical pedagogy (McLaren, Paulo 1). Although at first Freire dedicated his efforts to issues related to literacy in Brazil, his philosophy expanded gradually to embrace a cornucopia of social and educational issues that have been the object of criticism. In Pedagogy of Freedom: Ethics, Democracy, and Civic Courage, Freire pointed out that what he called for was not merely a pedagogical method; rather, it was a strategy of living within the educational system (67). McLaren observes that the bottom-line of Freires pedagogy is to establish a non-hegemonic approach that is based on dialogue and interaction (McLaren, Paulo 2). This clearly shows the political dimensions of Freires philosophy. Freire actually stressed the importance of incorporating social and political critiques in the curriculum. This explains why his approach promotes a liberatory form of education that emphasizes emancipation and rejects all forms of oppression and domestication. In The Politics of Education, Freire maintains that the learning process should take into consideration two essential dimensions. The first is the context of authentic dialogue between learners and educators (49). The dialogue will empower students to move toward becoming knowing subjects and they will develop a relationship with the teacher in which one knowing subject [is] face to face with other knowing subjects (49). For Freire, by employing authentic dialogue in the teaching process, education becomes pedagogy of knowing rather than an experience of narration sickness (Freire, Oppressed 57). However, Freire warns that the dialogic process should not be reduced to simple to-and-fro questions that may also become tedious and sterile. Instead, there should be a focus on creating interaction between students and teachers in problematizing knowledge. In this regard, it is the responsibility of the teacher to inspire students to move forward within this critical practice (Freire, Freedom 80). The second dimension that should be considered in the learning process is the social realities in which students live. Freire states that authentic thinking, thinking that is concerned about the world is concerned with reality, and does not take place in ivory tower isolation, but only in communication (Freire, Oppressed 64). This suggests that earning should be connected to the realities of students lives. Otherwise, by ignoring these realities, educators will be creating divisions that make difficult the construction of our ideals of change and transformation (Freire, Freedom 55). A very influential concept in Freires philosophy is that of praxis. Freires praxis, which delineates critical reflection and action, entails the application of educational practices and philosophies to create a better educational experience. To this end, students should be viewed as active participants in the teaching process and in the formulation of teaching methods. They are engaged in what Simon calls a transformative critique of their everyday lives (Simon, Teaching 60). The teachers role here resides in encouraging students to get involved in reflection on their worlds so as to assist them in engaging in critical consciousness. For Freire, the development of critical consciousness in the student can be attained by means of implementing what he called the problem-posing model of education. Freire proposed this model as a counterpart to the banking system of education dominating the educational institutions. He asserts that the banking system fosters domination and oppression, whereas the problem-posing mode promotes liberation and democracy. He goes on to claim that whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality. The former attempts to maintain the submersion of consciousness; the latter strives for the emergence of consciousness and critical intervention in reality. (Freire Oppressed 68). Freires philosophy of education was adopted and modified by various writers. The most prominent figure in this aspect is Ira Shor, who was mainly influenced by Freire. In his Critical Teaching and Everyday Life, Shor criticizes the institutionalized modes of education which involve undemocratic approaches. He demonstrates that these traditional systems have restricted students from contributing to the learning processes. He calls for implementing learning activities that are democratic in nature. These activities are set against the notions of education that students have from their previous experiences within the traditional pedagogical system. The democratic methods of teaching would change the role of students from passive to active critical subjects in which they become active participants in their own learning (111-113). Shor also pointed out some of the limitations of Freires assumptions. Examining the applicability of the Freirean philosophy, he stressed the difficulties involved in implementing the principles of this philosophy within the classroom setting. In his When Students Have Power, he strongly argues that despite the benefits gained from the implementation of the assumptions of critical pedagogy; these assumptions do not go smoothly when turned into practice in the context of classroom environment (56). However, Freire responded to this claim when he stressed the fact that his educational philosophy was not merely a collection of strategies that could be implemented in all educational environments. Rather, different educational practices should be adapted depending on each individual context. Freire acknowledged that pedagogy is influenced by ideology and since ideologies vary a lot, the existence of a single philosophy of critical pedagogy is not practical. Hence, one cannot speak of pedagogy but must speak instead of pedagogies which respond to particular necessities, interests and conditions (Gaudiano and de Alba 128). The challenges of reaching a definite conception of critical pedagogy brought about different approaches to the philosophy by many writers. bell hooks, for example, supports Freire in promoting the link between theory and practice in order for the student to be the center of the teaching process. However, she does not employ Freires concept of critical pedagogy. Rather, she has introduced what she calls engaged pedagogy. She defines it as a system that combines anticolonial, critical, and feminist pedagogies à ¢Ã¢â€š ¬Ã‚ ¦ for interrogating biases in curricula that reinscribe systems of domination à ¢Ã¢â€š ¬Ã‚ ¦ while simultaneously providing new ways to teach diverse groups of students (qtd. in Florence 10). A central feature of this model is the repudiation of the use of sophisticated language; a key feature of traditional educational methods that creates barriers between students and teachers. Roger Simon has introduced another significant approach to critical pedagogy which he calls pedagogy of possibility. In his Empowerment as a Pedagogy of Possibility Simon contends that proposing pedagogy is also proposing a political ideology. Hence, this model of pedagogy aims at enabling a particular moral project, a particular not yet of how we might live our lives together (372). He stresses the fact that such a pedagogy will require forms of teaching and learning linked to the goal of educating students to take risks, to struggle with ongoing relations of power, to critically appropriate forms of knowledge that exist outside their immediate experience, and to envisage versions of a world that is not yet in order to be able to alter the grounds upon which life is lived (375). Like Freire, Simon stresses the importance of not looking at his ideas as mere abstractions. Rather, they should be put into practice in all educational environments. Teachers who would implement the principles of the pedagogy of possibility must not expect a guideline for techniques to be adopted, but rather approach such a task strategically, locally and contextually formulating practice within an integrated moral and epistemological stance (Simon, Teaching 58). This will lead to a possibility for creating counterdiscursive activity that attempts to provoke a process through which people might engage in a transformative critique of their everyday lives (60). The complexities inherent in critical pedagogy have given rise to many critiques of its principles and assumptions. The scope of the criticism directed against critical pedagogy is so vast that it includes critiques from disciplines such as feminism, and postmodernism. It is of high importance to shed light on some these critiques directed against critical pedagogy in order to identify the potential challenges in implementing its practices in classroom environment. The first critique to be considered is that which comes from the very nature of critical pedagogy itself. Critical pedagogy inherently requires a constant investigation of its principles and practices. In this aspect, Giroux and McLaren contend that many current trends in critical pedagogy are embedded in the endemic weaknesses of a theoretical project overly concerned with developing a language of critique. Critical pedagogy is steeped in a posture of moral indignation toward the injustices reproduced in American public schools. Unfortunately, this one-sided emphasis on critique is matched by the lack of theoretical and pragmatic discourse upon which to ground its own vision of society and schooling and to shape the direction of a critical praxis (32). In her The Struggle for Pedagogies: Critical and Feminist Discourses as Regimes of Truth, Jennifer Gores critique of critical pedagogy is based on her contention that there are two distinct versions within critical pedagogy; she identifies these versions according the prominent figures who most contributed to the philosophy of each strand. The first version contributes to what she calls pedagogical practice. She suggests that Freire and Shor represent this strand of critical pedagogy which offers concrete suggestions and examples taken from their own pedagogical practice, and which is intended to help other educators (40). Gores criticism is directed against the other approach which she calls pedagogical project. This approach is represented in the contributions of many significant pedagogues, mainly Giroux and McLaren. Gore claims that their approach relies heavily on an abstract political vision and should not be called critical pedagogy, but critical educational theory (42). She goes on to argue that the major shortcoming of such an approach resides in its failure to delineate a set of practices for classroom teaching. As a result, their pedagogy might be seen to restrict its audience to those readers who have the time, energy, or inclination to struggle with it à ¢Ã¢â€š ¬Ã‚ ¦ and, in so limiting its audience, it subsequently limits its political potential (38). Essentially, Gores criticizes the fact that such critical pedagogues tend to focus on abstract theories that lack the potential for implementation. As an example, Gore cites the concept of empowerment, which is a key principle in critical pedagogy. Within the pedagogical project model, the concept of empowerment has been confined to extreme abstraction that forces teachers to be the agents of empowerment, without providing much in the way of tangible guidance for that work (Gore, What 66). Hence Gore calls for creating guidance for teachers so that principles of critical pedagogy can be translated into reality. However, Gore does not call for creating recipes for educational practices. Rather, she contends that theorists of critical pedagogy should take into consideration the context of the educational process instead of merely adhering to a unified theoretical background (Gore, What 67). As mentioned above, Freire himself rejected an essentialist view of critical pedagogy and called on teachers to adapt the learning process to the context of students experiences. In this regard, a great responsibility lies on teachers in determining the methodologies appropriate for each particular context. Similarly, Elizabeth Ellsworth employs a feminist perspective to refute any essentialist interpretation of critical pedagogy. She goes on to claim that even the term critical is a repressive myth[s] that perpetuate[s] relations of domination and hides the actual political agendas à ¢Ã¢â€š ¬Ã‚ ¦ namely antiracism, antisexism, anti-elitism, anti-heterosexism, anti-ableism, anti-classism, and anti-neoconservatism (93). She also believes that theorists of critical pedagogy have failed to launch any meaningful analysis of or program for reformulating the institutionalized power imbalances between themselves and their students, or of the essentially paternalistic project of education itself (98). Moreover, Ellsworth develops a deconstructionist critique of critical pedagogues. She claims that these pedagogues are implicated in the very structures they are trying to change (101). She criticizes the fact that much of the literature of critical pedagogy is the work of the dominant white middle class men. She goes on to argue that a relation between teacher/student becomes voyeuristic when the voice of the pedagogue himself goes unexamined (104). In his Elements of a Post-liberal Theory of Education, Bowers basic criticism resides in his claim that, in a way, critical pedagogy enforces the assumptions and values of Western metaphysics. Although he promoted the contributions of Freire and his followers, Bowers believes that Freires model emphasizes the modernist way of thinking, and thus it reinforces Western values and principles. For Bowers, all Freires pedagogy is based on Western assumptions about man, freedom, progress, and the authority of the rational process (127). He claims that the problem with Freires position is not that he advocates critical reflection but that he makes it the only legitimate source of knowledge and authority (129). Although Freires emphasis on dialogue as a basic component of the educational process has been praised as a democratic strategy, Bowers criticizes the very notion of using dialogue as a tool for emancipation. He contends that relying on dialogue in this aspect shifts the locus of authority from that of community and tradition to the individual who unifies thought and action in a new praxis (129). This focus on the individual on the expense of other collective concerns has lead to the failure of critical pedagogy in addressing issues related to ecology and the nature of the world. As he puts it, The problems of inequality and restricted individual empowerment are not nearly as important as the cultural roots of our alienation from nature. Regardless of how our agenda for social reform is framed, the bottom line has to do with reversing the global ecological deterioration we are now witnessing (159). A very important critique of critical pedagogy that should be highlighted here is that which comes from a postmodern perspective. In their Dialogue across Difference: Continuing the Conversation, Burbules and Rice explore the postmodern critique of critical pedagogy. The authors start their argument by suggesting that there are two versions of postmodernism that hold different positions relative to modernism itself (397). They call these two versions postmodernism and antimodernism. The authors suggest that a basic characteristic of postmodernism is that it goes beyond the norm but at the same time accepts the basic significance of the tradition it proposes to go beyond (397). They cite Giroux and McLaren as examples on postmodernist critics who relish some key democratic assumptions of modernism and yet go beyond them. Antimodernism, on the other hand, defines itself as the antithesis of modernism and is characterized by a strong antipathy to the language, issues, and values of modernism (398). The authors criticize this strand and assert that having deconstructed all metanarratives and radically relativized all possible values, antimodernism is left with no clear way of justifying any alternatives (398). The different positions of postmodernism and antimodernism account for the dissenting views related to the relationship between critical pedagogy and postmodernism. In this regard, some writers strongly believe that critical pedagogy is far from incorporating the premises of postmodernism. In Reflective Teaching in the Postmodern World: A Manifesto for Education in Postmodernity, Parker holds the view that many critical educational practices involve some modernist assumptions and fail to account for a genuine understanding of the process of knowledge construction from a postmodern perspective (16). Similarly, there are other feminist and postmodernist writers who assert that some strands of critical pedagogy do not address such issues which are of high importance in the field. In her Freire and a Feminist Pedagogy of Difference, Weiler explores the conflict she perceives between the modernist orientations of critical pedagogy and postmodernism. As a feminist writer arguing from a postmodern perspective, she claims that her goal is to retain the vision of social justice and transformation that underlies liberatory pedagogies (450). She suggests that the universal goals of liberation do not directly analyze the contradictions between conflicting oppressed groups or the ways in which a single individual can experience oppression in one sphere while being privileged or oppressive in another (450). Accordingly, Weiler believes that the theory that calls for the existence of universal experience of oppression does not take into account the specific contexts of the classroom experience. Hence the focal point of her argument resides in redefining the collective experience in the context of historically defined struggles (Weiler 451). In this regard, Weiler claims that Freire ignored the existence of diverse experience of oppression; hence she calls for a more situated theory of oppression and subjectivity, and for the need to consider the contradictions of such universal claims of truth or process (456). Weiler argues for a feminist-postmodern approach to confront the deficits in Freires philosophy of pedagogy. In this regard, she delineates three major issues where this process can be implemented. She names these as the role and authority of the teacher, the claims for knowledge and truth in personal experience, and the question of difference. Weiler concludes by asserting that the existence of different approaches in this arena does not necessitate abandonment of the goals of social justice and empowerment, but it does make clear the need to recognize contingent and situated claims and to acknowledge our own histories and selves in process (470). On the other side of the spectrum, there are many writers who strongly believe that critical pedagogy strongly incorporates some aspects of postmodernism. In Critical Crosscurrents in Education, Collins sheds light on this link between critical pedagogy and postmodernism as he suggests that, like critical pedagogy, postmodernist critical discourse is about the struggles for power to be heard about the empowerment of other voices' (76). In the same vein, Pinar et al. suggest that there is a possibility for developing a strand of pedagogy that engages in some postmodern principles. This version of pedagogy goes beyond the issues of oppression and suffering that are merely viewed from a class- struggle perspective (305). Other writers share the same view and contend that the philosophy of Freire and other critical pedagogues does incorporate some postmodern dimensions. Most of these writers approach this issue through dividing Freires writing into different phases, stressing that the postmodern orientations appear in his later work. Peters, for example, suggests that there are some postmodern ideas that can be clearly seen in Freires later work. These ideas include Freires emphasis on textuality, subjectivity, experience and culture in addition to his own interpretation of oppression and power (117). Similar to Peters, Roberts asserts that in order to locate the modernist inclinations in Freires writing we should look at Freires work as a whole, and not to focus on his writings during the first stage of his work. Roberts contends that Freire did promote some postmodern techniques in confronting all forms of oppression. He also highlights Freires confrontation with postmodern critics, especially in his later writing. Roberts examination of this issue concluded in his contention that Freire argues for what he called progressive postmodernism. Freire has stressed the fact that educators should challenge modern ways of thinking through becoming more tolerant, open and forthright, critical, curious, and humble (112). Clearly, the above argument proves that any attempt to come up with a clear-cut definition of critical pedagogy is utterly challenging. As mentioned above, there are multiple approaches to critical pedagogy, and there are also variables from other disciplines that are easily accommodated in this literature. All this results in creating critical pedagogies rather than one definite and universally- accepted form of critical pedagogy. These critical pedagogies are always involved in a constant process of redefinition and change, thus imposing great challenge on pedagogues in this regard. Despite these variations and challenges, teachers are always urged to go beyond the mere theoretical background of critical pedagogy. The process of theorizing without action creates no change and goes against the objectives of critical pedagogy. Teachers must promote an integrated approach of theory and practice, or what Freire called praxis. In other words, they should seriously consider the potential for implementing the premises of critical pedagogy in the teaching process. This implementation should go beyond the mere adherence to an essentialist view of a critical pedagogical methodology. Teachers should attempt, to the best of their abilities, to locate the teaching process within the realities of students lives. They should take into account the various variables, realities and experiences pertinent to students lives. Hence, they should adapt their techniques according to the specific variables pertinent to the context in which they work. The critique directed against critical pedagogy maximizes the need for this constant action on the part of teachers. In addition to adapting their educational tools to the classroom context, teachers are exhorted to encourage the involvement and empowerment of the students. Without putting the assumptions, principles and paradigms of critical pedagogy into practice, teachers run the risk of going within the traditional mainstream models of education. As Bahruth and Steiner beautifully put it: in our profession we have two choices; we can succumb to the mainstream and become programmed toward deskilling our intellect, or we can become critical pedagogues and liberate ourselves and those who choose to join in the dialogue (143).