Effect of Word Combinations on Accuracy and Response Time

Effect of Word Combinations on Accuracy and Response Time Christina M Karibian Abstract Throughout our daily lives, we tend to display many behaviors that are considered automatic. The Stroop effect has been replicated numerous times to help study the phenomenon of automatic behaviors, since John Ridley Stroops original findings. The goal of this experiment was to study the reaction time and accuracy on congruent and incongruent word combinations. The congruent words were of colors spelt out, that were displayed in that same color (e.g., the word green was written in the color green). The incongruent words were of colors spelt out, that were not displayed in the same color (e.g., the word green was written in red. During this experiment, 19 undergraduate male and female college students (average age of 22.5 years old) participated as part of a classroom requirement. Each participant was given an instruction sheet which directed them to perform a Stroop task on a computer to measure their reaction time and accuracy for the congruent and incongruent words. Based on the re sults, the participants had a significantly faster reaction time with the congruent words than the incongruent words. However, their accuracy of recognizing congruent words had no significant difference than incongruent words. Therefore, these results can relate to Stroops original research. It can be said that the learned automatic behavior of reading the different word combinations, does not interfere with the task at hand, but does interfere with the response time. Title During our everyday lives, we display many behaviors that cognitive psychologists considered to be automatic. An automatic behavior is a type of skill that does not need direct interaction to perform the task at hand. Some good examples of these types of behaviors are reading and writing. Cognitive psychologists like to study the properties of these automatic behaviors by creating situations where an automized response will conflict with the researchers desired behavior. This type of situation can be studied by the Stroop effect. The Stroop effect was an experiment originally conducted by John Ridley Stroop in 1935. During this experiment, Stroop studied the relationship between the interference and reaction time of a task. This phenomenon that Stroop studied has been used in various ways since his original experiment to measure and assess many different cognitive abilities in human beings. After Stroop conducted his study, he wrote an article to explain his findings. In that article, he talked about two experiments which he conducted to study this phenomenon. He believed that the reaction time between the response and the stimulus would increase when the word and the color of the word itself were not the same. He also believed that the reaction time would decrease when the color of the word and the actual word were the same (Stroop, 1992). During the first experiment, Stroop used 70 undergraduate college students as his participants; the second experiment consisted of 100 college students. When compared to just reading the word written, Stroop found that it took the students a longer time to complete the task of saying the correct color that the word was written in, instead of reading the actual word (Stroop, 1992). Ben A. Parris, Dinkar Sharma, and Brendan Weekes are a group of researchers that conducted a study based off of Stroops findings. They wanted to test how interference, relating to the Stroop effect, would occur when only specific letters in the word were colored. The goal of their experiments was to be able to identify if interference would be larger when the colored letter in the word was in the OVP (optimal viewing position- position where word recognition is the shortest). There were 48 college students used for the first experiment and 20 college students for the second. The results of this experiment was that the Stroop effect was seen when the colored letter was to the left of the middle of the word. When the colored letter was in the middle of the word, there was a great reduction in the interference. Yet, in both these experiments, the only time interference was at its greatest was when the colored letter was at the OVP (Parris, et al, 2007). Talia Konkle and Aude Oliva conducted a study similar to the Stroop task, to test whether or not a persons previous familiarity with the size of an object in the real-word was accessed automatically. Three experiments were conducted overall to study this, they used 34 participants in the first, 19 in the second, and 17 in the third. They visually presented two objects that were familiar to their participants in different sizes on a screen. The congruent conditions were two images of objects on the screen reflecting real-world sizes (e.g., a grape and a horse, the horse being the bigger image). The incongruent conditions were two images of objects on the screen that did not reflect the real-world sizes. In the end, the reaction time for the incongruent conditions were found to be longer than the congruent conditions, which was expected. In the third experiment the participants were taught which colored blocks would represented large or small objects. Then the images of those colored b locks were shown on a screen, with similar congruent and incongruent conditions, as far as sizing, as the other experiments. These participants did not display any Stroop effect during this experiment (Konkle and Oliva, 2012). The current experiment was done to measure the response time and accuracy of word combinations on undergraduate college students at Queens College. This experiment was done to test if the reaction time for the congruent condition would be significantly faster than the reaction time for the incongruent condition. It was also believed that the accuracy for the congruent condition will be significantly more accurate than the incongruent condition. Method Participants The participants in this experiment consisted of 19 undergraduate college students at a four year school; there were 15 females and four males. The mean average age for these participants was 22.5 years old, with a standard deviation of 3.2 years old. All of the participants were familiar with using a computer, keyboard, internet, and a mouse. They were not compensated for their time because it was a required class experiment. The participants all had normal to corrected vision and had normal color vision. They also had fine motor skills within normal limits. Apparatus (Materials/Stimuli) The materials that were used during this experiment was a Dell desktop personal computer with internet access, running on Microsoft Windows to perform the Stroop test on. A mouse was used to navigate around the computer, as well as a keyboard to enter the responses for the test. There was a flat desk which the computer was on and a chair for the participant to sit in while taking the test. Each participant received an instructions sheet telling them step by step what needed to be done by them during the experiment. Experimental Design This experiment was a within-subjects design. The manipulated variable was the color that the congruent and incongruent words were displayed in. There were two measured variables for this experiment. One being the reaction time for both congruent and incongruent words, which was measured in milliseconds. The other was the accuracy of the response for both the congruent and incongruent words, which had a scale of accuracy was 0.00-1.00. Procedure This experiment started off with the participants all sitting in desks in a classroom, where an instruction sheet was handed out to them. The sheet was explained to them and then the experiment had begun. Each participant took turns going into smaller separate rooms where a single computer was. They were to work alone during this experiment. The only thing that needed to be brought into this room was a pen or pencil, their instruction sheet, and a results sheet to record their data. The instruction sheet directed the participant to open up the internet and go to the website, http://psych.hanover.edu/JavaTest/CLE/Cognition/Cognition.html. After being brought to this website, the instructions told the participant to select Stroop Experiment, which then explained what was being measured. The sheet explained that they will be comparing the reaction time, in milliseconds, between two conditions, congruent words and incongruent words. It also described what congruent and incongruent words were as such: congruent words (color and word the same) and incongruent (color and word different). The instructions then told the participant to scroll down and click on begin experiment. The next set directions on the instruction sheet were to fix the settings once the internet loaded the main black screen. The first trial settings were to be changed by clicking on the correct items listed on the sheet. They were to be changed to the following; condition = congruent words, colors used = red, green, blue, and yellow, respond to color, do not limit stroop time, number of words in condition = 25, font size = 20, location of word = in the center. After fixing all these settings, the instructions then directed the participant to press the space bar to start. It also stated in the instructions to watch for the word which would appear in the center of the screen and to use the keyboard to respond. The words that appeared in the middle of the screen were colors spelt out, that were displayed in that same color (e.g., the word green was written in the color green). These were the congruent word combinations. Therefore, the instruction sheet explained to use the response keys for those words to the color of font they are for; r for red, y for yellow, b for blue, and g for green. After completing the trial for congruent words, the participants reaction time, and accuracy results were shown on the screen. The instructions directed the participant to record their reaction time and accuracy in milliseconds. After recording their data, the instructions then directed them to close the window back to the main black Stroop Experiment screen and conduct the second trial for incongruent words. Everything else stayed the same as far as settings go. Then the instructions directed the participant to select done at the bottom of the screen to start the second trial. It also reminded them that in this condition, the words and the colors were different and to respond to the color they saw, instead of the word they were reading. Once this trial was over, the instructions directed the participants to record their reaction time and accuracy. After completing both parts of this experiment, the participant closed out the internet and left the separate computer room for the next participant. Each participant was told to write their results on the same sheet of paper. This sheet was sectioned off into four separate columns so that the results could be organized under congruent and incongruent reaction time and accuracy. Then a within subjects t-test was conducted at an alpha level of 0.05. Results The mean reaction time to recognize the congruent condition was 931.80 milliseconds with a standard deviation of 261.31 milliseconds. The incongruent conditions mean reaction time is 1204.86 milliseconds. The mean accuracy for the congruent condition was 0.99 with a standard deviation of 0.01. The mean accuracy for the incongruent condition was 0.93 with a standard deviation of 0.14. The congruent condition had a significantly faster reaction time than the incongruent condition. The t-test with 18 degrees of freedom is equal to a t-value of 4.42, which is greater than the critical value of 2.88. T(18) = 4.42 > 2.88, p Discussion It was originally predicted that the reaction time for the congruent condition would be significantly faster than the reaction time for the incongruent condition. It was also believed that the accuracy for the congruent condition would be significantly more accurate than the incongruent condition. This was predicted because reading is something that we do every day of our lives. Therefore, the behavior of reading comes automatically to us without us having to really think about the task. In relation to this experiment, reading the word and seeing it displayed in the same color, made it easier for the participants to be accurate in their reaction, as well as be swift about it. Whereas, when the participants were asked to respond to the color, and not to the word they were naturally inclined to read, it took longer for them to respond, but did not seem to effect the level of accuracy. What was done in this experiment relates to Stroops original experiment. This is because he believed the reaction time between his participants response time was going to increase when the word and the color of the word itself were not the same (Stroop, 1992). Which is also what was believed to be true in this experiment, and was found to be true. Stroop also believed that the reaction time would decrease when the color of the word and the actual word were the same. Which is what this experiment showed to be true as well. The results between the two experiments, even though they are about 80 years apart from each other, have very similar findings. They are also similar because both experiments used undergraduate college students as their participants. Using similar participants can help create more control and reliability of an experiment. In the study conducted by Parris, Sharma, and Weekes, they wanted to test how interference occurred when only a specific letter of the word was colored, instead of the whole thing. Their goal was to identify a larger interference when the colored letter was in the OVP. Since they tested this theory by moving the colored letter in the word in different directions, the results showed that the Stroop effect was indeed seen. It was seen when the colored letter was to the left of the middle of the word. It was also seen when the colored letter was in the middle of the word, but there was a significant reduction in the interference. Yet, in both of their experiments, the interference was at its greatest when the colored letter was at the OVP (Parris, Sharma Weekes, 2007). This relates to the present experiment because it shows that the most interference was when the OVP was the colored letter; making the participant react slower in order to accurately state the color, instead of the word written. The participants and results from this study are similar to the those from the present experiment. Both used college students, and both found interference in relation to our automatic behavior. In Konkle and Olivas study, they conducted a similar Stroop task as well. They wanted to see their participants reaction time and accuracy when identifying the size of an object in the real-word. They visually showed their conditions to their participants, like the other experiments talked about. Since their findings showed that the reaction time for their incongruent conditions was longer than their congruent conditions, it also shows signs of interference (Konkle and Oliva, 2012). They too used college students and had findings similar to all the other experiments, which again, could show that using similar participants for similar studies can be beneficial. There were a couple procedures that could have been improved throughout this experiment to create more control, internal validity, and reliability. Some participants know how to type on a keyboard without looking at the keys, whereas there are other who dont. This causes a threat to the reaction time, as well as accuracy. Some people might have taken longer responding because they needed to look down at the keys. It can pose a threat to accuracy because someone might have pressed the wrong key by not looking when they were not that familiar with the keyboard, as other may be. What could have been done in order to try and make this as equal for each participant as possible, was to have them still use the computer monitor, but only have four buttons on the desk for them to use to respond. If this was how the experiment was conducted, the settings on the computer would need to be fixed prior to the experiment. This too could have caused less control during the experiment. Some people ma y have entered the wrong setting in the beginning and did not realize it. Since it was found in this experiment that the reaction time for the congruent words was significantly faster than the incongruent words, it can be connected to a persons response time during other activities. For example, if all of a sudden the colors to the traffic lights were changed, and we were taught what the new colors represented, most people would have a slower reaction time responding to the action the lights now incur. These findings show how our well-learned automatic behaviors can be inhibited when it naturally wants to occur, if our brain is working against it. References Konkle, T., Olivia, A. (2012). A familiar-size Stroop effect: Real-Word size is an automatic property of object representation. Journal of Experimental Psychology Human Perception and Performance, 38(3), 561-569. Parris, B. A., Sharma, D., Weekes, B. (2007). An optimal viewing position effect in the Stroop task when only one letter is the color carrier. Experimental Psychology, 54(4), 273-280. Stroop, J. (1992). Studies of interference in serial verbal reactions. Journal of Experimental Psychology: General, 121(1) 15-2. Table 1 Summary of The Effect of Various Word Combinations on Accuracy and Response Time Note. This table provides the average reaction time in milliseconds, as well as the standard deviations for the congruent and incongruent words. This table also provides the average accuracy and standard deviations for the congruent and incongruent words. These results were calculated from the separate results collected from each participant. A within subjects t-test was conducted at an alpha level of 0.05. Figure 1. This figure shows the average reaction time in milliseconds relating to the congruent and incongruent words. It shows that the average reaction time for congruent words was 931.80ms. It is also shown that the average reaction time for incongruent words was 1204.86ms. Displayed on this graph shows how incongruent words had a longer reaction time than congruent words. Figure 2. This figure shows the average accuracy relating to the congruent and incongruent words. It shows that the average accuracy for congruent words was 0.99. It is also shown that the average reaction time for incongruent words was 0.93. Displayed on this graph shows how congruent words had an average closer accuracy than incongruent words.

Diary of Lady Macbeth’s Psychiatrist Essay

I had often heard of the ‘Macbeth House† and of the heroic soldier Macbeth, by whom many a man had met with his death. At first I had little knowledge of Lady Macbeth, but subsequently as a result of our meeting today, I have embarked on one of the most riveting cases having ever to be dealt with. To begin with she tried to acquire and entirely different identity, but this did not prevail. When she entered my study the pretence faded and she assumed her natural personality. Firstly she produced a letter that she had received two weeks prior to this interview. The content of which contained personal issues. Lady Macbeth explained to me that Macbeth had just triumphed in battle against Norway, when he encountered three weird sisters. These sisters predicted that Macbeth would become Thane of Cawdor and King of Scotland, and Banquo’s descendents would also become king. This stirred Macbeth immensely because becoming king is his deepest, hidden ambition. Macbeth longed to know more, but the witches vanished before any relevant explanation emerged. Coincidentally, Macbeth was then actually made Thane of Cawdor. Macbeth then relates on how he feels by saying that the greatest is to come. That all he has to do now is to become King. I write this next sentence with my pen shaking and my heart beating so fast it hurts. Macbeth is actually considering murdering the king! I can’t believe that I’m involved with this. I can’t relate this to anyone because everything has to be kept confidential. Anyway, I don’t dare to tell a soul because Macbeth might see me as a threat and contemplate of disposing of me. If he were debating about removing the king, then getting me out the way would mean nothing to him. Anyway, getting back to more immediate things, he finally ends the letter by asking Lady Macbeth for advice on all that had happened and saying that he’ll be home soon. Lady Macbeth then suddenly grabbed the letter and apologized for being a burden to me. She told me to forget about everything that I had learned during the time that she had been there. Then she exited quickly looking upset. I feel that Lady Macbeth is hiding something more then what I already know. I could tell that her problems were much deeper then just a letter. She seemed extremely devoted to her husband Macbeth and I felt that she would do almost anything for him. But it was what she might actually do for him that worried me. Date – 3rd March 1051 Just as I had anticipated, Lady Macbeth was back to see me once again. She could not keep problems bottled up so she had to talk about them. She told me that she couldn’t discuss certain things with her husband because she didn’t want him to think that she was weak. She wanted to be the strong one so that Macbeth had some one to rely on. It was very apparent that she adored her husband and wanted him to have the best. If he had any goals then she wanted him to achieve them. She began by telling me that herself and Macbeth had arranged to actually murder Duncan. I could tell that she was trying to sound strong because of the continuous expression of anguish that was portrayed all over her face, and the way she avoided saying the word kill or murder. It was almost as if she was pretending that what she was going to do wasn’t that bad. As we continued talking her voice became more panicky and eventually she crumbled and told me her true feelings. Lady Macbeth said that she was happy the way everything was and that becoming the queen meant nothing to her apart from Macbeth’s happiness. She said this with such sincerity that I had no reason to doubt what she said. As she said before, she told me that she only wanted the best for Macbeth and wasn’t concerned about what might happen to her. Lady Macbeth told me that Macbeth had become full of doubt and didn’t want to go through with it any more. She told me that she had to use forceful language and conjure up images of horror. But it was when she questioned his bravery that she finally persuaded Macbeth to go through with the deed. Lady Macbeth then went on to tell me that Duncan was coming to their house ‘Inverness’ and that he was going to stay the night. She was going to drug the guards and ring a bell as a signal for Macbeth to kill Duncan with the guard’s daggers. The guards would then be smeared with blood and the daggers placed near them to make it look as if they killed the King. I just sat rigid in my seat. There wasn’t anything suitable that I could possibly reply with. Shortly after Lady Macbeth had blurted the entire story out, she told me that she trusted me not to repeat anything that I had heard and that she would see me again. Then she left abruptly. This really is a fascinating but at the same time petrifying case. I want to be able to stop the future events but I fear and value my own life too much to take such big risks. Date – 15th March 1051 Usually Lady Macbeth came to see me, but this time I was going to see her. A gentlewoman explained that Lady Macbeth had been sleepwalking regularly and that she was very worried. She asked me to come and observe and see if I could do anything to help Lady Macbeth. When I arrived the gentlewoman told me of some of the strange things that Lady Macbeth did whilst still asleep. During my discussion with the gentlewoman Lady Macbeth entered the room. Her eyes were open and she looked as though she was awake, but the gentlewoman assured me that Lady Macbeth was sound asleep. Ass I found out for myself, Lady Macbeth was truly unconscious. Lady Macbeth entered carrying a taper. I asked how Lady Macbeth had got hold of a light and the gentlewoman told me that Lady Macbeth had commanded that she continually had a light by her. This seemed to suggest that Lady Macbeth was scared of something. Darkness usually represents evil and I thought the light might be there to keep evil away. I think Lady Macbeth feels insecure and having a light by her was a kind of security. I also felt that Lady Macbeth’s fear of the Dark went deeper than it appeared. She seemed afraid of the dark in more senses than one. Next Lady Macbeth became obsessed with washing her hands. Whilst doing this she began to talk. I didn’t understand much of what she spoke of near the beginning. But eventually she began reliving events leading up to Duncan’s Murder. I recognized several parts of what she spoke of from what my previous knowledge of my sessions with Lady Macbeth had taught me. She mentioned about ringing the bell as a signal and that she couldn’t believe how much blood had actually come out of King Duncan. At this remark the gentlewoman looked at me and told me that she felt to scared to make a report or tell anyone about what she knew. I began to realize that Lady Macbeth was trying to wash blood off her hands. I don’t know whether the gentlewoman knew all of what I knew, but she obviously suspected that something was very wrong. I told the gentlewoman that I thought Lady Macbeth’s heart was heavily laden. I also told her that Lady Macbeth was not sick physically but mentally. Therefore I did not have a cure for Lady Macbeth. I did not wish to stay any longer after Lady Macbeth returned to bed, so I bid goodnight to the gentlewoman and left. Tonight I learned a great deal. I was horrified and shocked by the doings and happenings surrounding Lady Macbeth. I know that it is all right to think about what I know but not to speak about them. I think that maybe things have gone too far to be cured. As a psychiatrist all I can do is to help Lady Macbeth actually recognize her problems and help her solve them. Date – 27th April 1051 It has been a long time since I have talked to Lady Macbeth. I knew that Macbeth had become King of Scotland so I presumed that everything had worked out as planned. When Lady Macbeth entered my study once again, I immediately noticed a dramatic change. She had changed from looking bright and confident to looking weary, edgy and withdrawn. I asked her to tell me what was wrong and then she related the full story from when they had murdered King Duncan. After Macbeth had done the deed he had become a ‘wreck’. Lady Macbeth had a lot of trouble trying to calm him down and getting him to wash blood off his hands. They only just managed to get away with it. They were very nearly caught. Macbeth told everyone that he had been so angry with the guards for killing the King that he had killed them. This was a tricky moment because Macbeth got a bit carried away and Lady Macbeth told me that she had to faint to distract the suspicion put upon Macbeth. The fainting worked and things went fairly smoothly from then on. Everyone was very suspicious of the king’s sons because they had fled and nobody knew where. Most people thought that the sons had paid the guards to murder Duncan. This was convenient because it took blame away from Macbeth. Once Macbeth became King of Scotland he was all right and he actually became the one in charge instead of Lady Macbeth. Lady Macbeth then began to cry and I had to calm her down until she was ready to carry on. I suspected that something more than just the murder of Duncan was the problem. She told me that Macbeth wouldn’t talk to her. He was very pleasant to her but at the same time extremely cold. He was so wrapped up in being the King that he was treating Lady Macbeth like a child. Lady Macbeth said that she didn’t think he loved her any more and that he didn’t care. Lady Macbeth said that she had followed Macbeth several times and that she had actually overheard him hiring murderers to kill Banquo and his son. Lady Macbeth told me that Macbeth had changed. She said she felt responsible for pushing Macbeth to murder Duncan. And turning Macbeth into a monster. She said that Macbeth was a stranger and that she felt as if she didn’t know him any more. By this point I couldn’t calm her down. I made her leave and told her that she could come and see me any time that she wanted. She just nodded with tears rolling down her cheeks as she walked out. I am beginning to think that Lady Macbeth was never as strong as she had appeared to be. I think she made herself be strong just for Macbeth. But unlike Macbeth she had never killed anyone. I believe that the guilt of murdering Duncan is slowly eating away at her and because Macbeth is now rejecting her she can’t cope. I know she will see me again because she can’t cope and because she bottles her problems up and things are only going to become worse. Date – 2nd June 1051 Lady Macbeth was a deeply disturbed woman. After the murder she had to carry around all of her own guilt and Macbeth’s. The only person that she could ever confide in was Macbeth. But now he is cold towards her and it seems like he doesn’t care. Now she can’t discuss her problems with anyone. This is probably the reason that she came to me. She had no choice but to keep everything bottled up. She had to keep up pretence. She couldn’t be herself. Everything began to build up and Lady Macbeth was becoming buried underneath her huge pile of problems. I believe what hurt her most was the way Macbeth turned away from her. I knew she couldn’t cope and she obviously knew she couldn’t cope which is why she killed herself only two days ago. She was found dead in her bed with nothing but and empty cup lay on the fall to harm her. I believe along with many others that she poisoned herself. I don’t think that Lady Macbeth was a bad person. She was just someone who loved her husband so much that she was prepared to go to any lengths for him. As I said in the beginning, it was what lengths she might actually go to that worried me. Lady Macbeth would rather die than live with a stonehearted husband and the guilt of murdering one of Scotland’s greatest kings, King Duncan!

Bauhaus History of Design Essay

The Bauhaus was the first model of the modern art school. The Bauhaus curriculum combined theoretic education and practical training in the educational workshops. It drew inspiration from the ideals of the revolutionary art movements and design experiments of the early 20th century. A woodcut (shown right) depicted the idealized vision of Walter Gropius, a â€Å"cathedral† of design. Bauhaus 1919-33 The Bauhaus began with an utopian definition: â€Å"The building of the future† was to combine all the arts in ideal unity. In order to reach this goal, the founder, Walter Gropius, saw the necessity to develop new teaching methods and was convinced that the base for any art was to be found in handcraft: â€Å"the school will gradually turn into a workshop†. artists and craftsmen directed classes and production together at the Bauhaus in Weimar. This was intended to remove any distinction between fine arts and applied arts. Of course, the educational and social claim to a new configuration of life and its environment could not always be achieved. And the Bauhaus was not alone with this goal, but the name became a near synonym for this trend. The Bauhaus occupies a place of its own in the history of 20th century culture, architecture, design, art and new media. One of the first schools of design, it brought together a number of the most outstanding contemporary architects and artists and was not only an innovative training centre but also a place of production and a focus of international debate. At a time when industrial society was in the grip of a crisis, the Bauhaus stood almost alone in asking how the modernisation process could be mastered by means of design. Founded in Weimar in 1919, the Bauhaus rallied masters and students who sought to reverse the split between art and production by returning to the crafts as the foundation of all artistic activity and developing exemplary designs for objects and spaces that were to form part of a more human future society. Following intense internal debate, in 1923 the Bauhaus turned its ttention to industry under its founder and first director Walter Gropius (1883–1969). The major exhibition which opened in 1923, reflecting the revised principle of art and technology as a new unity, showcased the full spectrum of Bauhaus work and prototypes. The Haus Am Horn provided a glimpse of a residential building of the future. In 1924 funding for the Bauhaus was cut so drastically at the instigation of conservative forces that it had to seek a new home. The Bauhaus moved to Dessau at a time of rising economic fortunes, becoming the municipally funded School of Design. Almost all masters moved with it. Former students became junior masters in charge of the workshops. Famous works of art and architecture and influential designs were produced in Dessau in the years from 1926 to 1932. Walter Gropius resigned as director on 1st April 1928 under the pressure of constant struggles for the Bauhaus survival, He was succeeded by the Swiss architect Hannes Meyer (1889–1954) whose work sought to shape a harmonious society. Cost-cutting industrial mass production was to make products affordable for the masses. Despite his successes, Hannes Meyer’s Marxist convictions became a problem for the city council amidst the political turbulence of Germany in 1929, and the following year he was removed from his post. Under Ludwig Mies van der Rohe (1886–1969) the Bauhaus developed from 1930 into a technical school of architecture with subsidiary art and workshop departments. After the Nazis became the biggest party in Dessau at the elections, the Bauhaus was forced to move in September 1932. It moved to Berlin but only lasted for a short time longer. The Bauhaus dissolved itself under pressure from the Nazis in 1933. Architecture â€Å"The building is the ultimate goal of all fine art,† the Bauhaus manifesto proclaimed back in 1919. Architecture training at the Bauhaus in Weimar was initially the prerogative of Walter Gropius private architectural practice and for a short time courses were run by his partner Adolf Meyer and in association with the â€Å"Baugewerkschule† (building trades school) in Weimar. The Bauhaus workshops were involved in these efforts through Gropius’s office. This collaboration produced the Haus Am Horn in 1923. Some new methods based on specific types and standardisation were employed not only to produce new architecture but to anticipate a new lifestyle through this architecture. In 1927 Walter Gropius offered Hannes Meyer a position in charge of architecture classes. That year Hannes Meyer began to put together a curriculum which included all relevant subjects such as planning, design, draftsmanship, construction, town planning. Architecture for Walter Gropius and Hannes Meyer alike mainly denoted the â€Å"design of life’s processes†. Hannes Meyer went far beyond Gropius’s â€Å"study of essentials†, which focused too much on the object for his taste, turning his teaching programme into one where the concrete conditions in society and the factors determining architecture and its use formed the starting point for all planning and design. The habits of the future residents of an estate or a house were studied in scientific detail. From 1930 to 1933 Ludwig Mies van der Rohe carried on with much of what had been started under his predecessors. At the same time Mies van der Rohe streamlined the curriculum to produce something like a system of courses which left almost no room for utopian experiments. The majority of the new student intake at the Bauhaus had already completed a course of studies, and the Bauhaus became a â€Å"postgraduate school†. Mies van der Rohe’s teaching focused on the design of specific buildings whose appearance owed nothing to Gropius’s â€Å"study of essentials† or to the collective satisfaction of â€Å"the people’s needs†, but which were to be â€Å"the spatial implementation of intellectual decisions† (Mies van der Rohe) in an aesthetically consummate fashion.

Mass Incarceration And Its Effects On Families,...

The dream of a life of freedom in a world that has endless possibilities begins in the United States. Sadly, this is not a privilege for everyone to experience. Although, when speaking of confining and isolating individuals, the realization of this luxury of freedom is not granted to everyone. These few words pierce into the heart of life as a inmate. Nevertheless, the suffering of one is felt by more and more individuals on a daily basis. Yet, those living free on the outside do not see a problem and many refuse to believe or even acknowledge that there is one. However, the United States has paved the way to create a cycle of endless incarceration for many people but especially for those of color. Such as the 1994 Violent Crime Control Act and the lack of substance abuse treatment in prisons. Overwhelmingly, mass incarceration has had a great impact on families, communities and society as a whole. As illuminated through the parable by inmate Joe Martinez, this continued cyc ling of inmates in and out of prison is devastating to the growth society. At the beginning of the parable the inmate approaches a set of doors and chooses the door that has been identified as corrections. The word corrections in regards to inmates, can be thought of as the word punishment and that punishment will result in a change of behavior. In the correctional system inmates are referred to as criminals and the basic needs of these inmates are to be met by the hosting facility. TheseShow MoreRelatedSocial Inequality Is A Persistent Issue That Affects The1106 Words   |  5 PagesPoverty and wealth are derived from labels imposed by society dictating status, class and affluence. A vicious cycle, established through the disproportionate availability of opportunities and unequal distribution of resources, beings to erode the family unit, churches and communities. 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