What Influence the Victorian Architecture Annotated Bibliography

What Influence the Victorian Architecture - Annotated Bibliography Example As indicated by the exploration discoveries, Dixon and Mutheisus guarantee that the adjustments in innovation and political framework were reflected in the design of that time and the creators mark how it is conceivable to perceive the indications of the à ©poque in Victorian engineering. As a sub-guarantee, the creators sort structures as per their sorts and purposes (structures for the living, for amusement, for business and assembling, working for strict purposes). It empowers perusers to see how subtleties and eccentricities of development filled explicit needs in Victorian design. In any case, every à ©poque has its unconventional trademarks. Victorian period was not a special case. In any case, the progressions executed during this period affected present day and postmodern engineering. The book â€Å"Victorian Architecture: Diversity and Invention† is additionally substantial as it gives a great diagram of the instances of British Victorian engineering with various si gnificant delineations. The book is sent in as indicated by every scholarly prerequisite and is rich with dependable references. The writers of the book depict completely subtleties, characteristics, utilitarian parts of Victorian structures. The book builds up the examination with the likelihood to follow how the propensities of Victorian design were changed later and executed in new styles and bearings. In his book Curl offered another viewpoint on Victorian engineering by breaking the fantasy of this kind of design being burdensome and tremendous. The creator expresses his sub-guarantee that Victorian design notwithstanding being started in preservationist social à ©poque had the option to join utilitarian capacities with tasteful. The creator clarifies how various reasons for design were executed in life by Victorian engineers and how this gothic emphasize showed up and how observers focus on one side of engineering. The creator found various instances of bright and diverse str uctures not run of the mill for general portrayal of this style in exemplary writing.

Learning Theology Essay

In Learning Theology with the Church Fathers, Christopher Hall examines the doctrinal convictions of the early Christian pioneers while Christianity was in its juvenile condition of advancement. Quite a bit of what is talked about by Hill in his book is the standard for what the convictions regarding the matter will be all through the church’s history. The subjects in Hill’s book are significant in light of the fact that the congregation father’s discoveries concern these issues builds up the church’s convictions on these doctrinal points. Hill’s approach in his book is to take a subject that was exceptionally challenged in the life of the early church and tail a couple of the significant driving experts regarding the matter from the timespan. An advantage to taking a gander at the point thusly shows what the unmistakable thinking about the day was and in the event that it despite everything identifies with Christians today. The primary significant topic that the book delivers is to depict the traits of God. Slope takes a gander at the different parts of God the Father, Son and Holy Spirit. Inside talking about the pieces of the Holy Trinity, Hill shows the different reasoning the early church had concerning the three, what every one of their jobs are, and examines how every one of the three had fairness together without either being subordinate to another. The subsequent subject tended to by Hill is that of God’s association with people. Slope clarifies the lessons concerning man’s sin and how the congregation fathers comprehended God’s pardoning toward man. Slope likewise talks about man as being ingrained with God’s goodness. Man’s regular intuition isn't keen on doing what is innately acceptable, yet it is inside God’s ingrained beauty that God’s best for man is set inside himself (Hill, 130). Slope likewise writes in conversation of God’s provision to man as being cherishing, extraordinary and astute. The third topic Hill talks about are those things that are legitimately relatable to Christians in their relations with God. These things comprise of the Christian’s connection to the sacred texts, the missional established church, and a Christian’s restored body and interminable life. Slope additionally talks about the early church father’s rational theology to the scripture’s authority and how the sacred writings were His ideal blessing given through His ideal information (Hill, 209). Slope additionally examines the varying jobs of the congregation and what the individuals common jobs are and the contrasting contemplations on discipline. One of the most significant points talked about by Hill is that of the attributes of the Holy Spirit. The conversation that was occurring during the fourth century was what is the Holy Spirit and what job does it play in the character of God? Many accepted that the three people of God were not triumvirate but rather really three distinct Gods making Christianity polytheistic. Basil the Great’s works regarding the matter is the point of convergence of Hill’s conversation. Basil’s works tended to the variable disarrays that encompassed the Holy Spirit. The themes Hill features from Basil is that of the Holy Spirits uniformity with the Father and the Son. One point that Hill singles out which offers belief to a Holy Trinity is that the contention for contrasting degrees of intensity in the Holy Trinity isn't doubtful. Slope battles that individuals can't fathom the connection between the three since they every one of the three transient time and age, consequently making it unimaginable for man to offer position to one over another (Hill, 105). This is levelheaded contention provided that something rises above time and age, does another being rise above existence more? To have this qualification is certainly not a pretty much contention yet a yes or no contention in characterizing a deity’s self to which Hill talks about well. Another positive from Hill’s book is the clarification of the Holy Spirit and the depiction of the perfect network that is the Holy Trinity. On the off chance that the Father, Son and Holy Spirit are not three unique divine beings, what is the reason for their being three separate creatures? Slope inspects this by giving every one of the three unique jobs in the activities of the world. Slope characterizes the Father as the maker, the Son and the initiator, and the Holy Spirit as the perfecter (Hill, 115). This comprehension of the Holy Trinity shows how the three are not isolated however how each are unified with various jobs in managing man. Slope additionally clarifies that neither one of the entities usurps the other’s undertakings, yet stay isolated in their jobs demonstrating that nor is better than different elements. This is a valuable qualification since it comprehends the working of the Holy Trinity and how it identifies with man. At the point when those assignments are realized man has a superior thankfulness for each piece of the Holy Trinity and respect can be given to the each piece of the god including the Holy Spirit (Hill, 118). The subject of man’s connection to God is another very much sketched out conversation. Slope tends to the subject of man’s sins in a manner that clarifies how it was hazardous for the congregation fathers. Following the composition of Irenaeus, Hill examines the issue of man’s goodness. The conversation during the hour of Irenaeus was whether man was normally acceptable or was goodness embedded in man by God? Hill’s end in the long run is man’s sin nature is predominant before his transformation and after his change God offers a feeling of goodness through His affection in man. God’s redemptive soul is given to man and reflected through the activities of man (Hill, 130). Hill’s clarification that the congregation fathers didn't think man normally great is consistent in such a case that man is normally acceptable then their is no reason for salvation. However while it is said human instinct is without acceptable, man is as yet given a decision and here and there settles on the ethical choice. A restricted measure of time was given to clarify how God permits man to settle on his own decisions. Slope says that God gives the decision to man to choose however doesn't completely clarify why man once in a while conflicts with his inclination to settle on moral choices. On the whole, Hill works superbly on clarifying the congregation father’s thinking concerning the development of early church tenet. His portrayal of their compositions enables the peruser to comprehend the issues that prodded their religious philosophy and the substance of their messages. Learning Theology with the Church Fathers gives a decent summation of how Christian convictions came to development and who the authors were that God used to outline early Christianity’s precept. Catalog Slope, Christopher. Learning Theology with the Church Fathers. Killjoys Grove: IVP Academy, 2002.

Making Decisions

Making Decisions For this blog, we are going to try something new with format. Instead of writing in one collective voice, as we have done for our past blogs, we are going to… well, you’ll see. Danny: “Now, I dont know” is how the musical we’re currently listening to, Ghost Quartet, starts, and its also how most of our conversations for the past two weeks have started. Allan: Wow, this is actually super apt. I literally just turned on Ghost Quartet because it’s the musical we are currently obsessing over, not even realizing that the first song is LITERALLY describing how we feel. Danny: These “I dont know” conversations have been about both of our indecisiveness about dropping 6.042, Math for Computer Science. Allan: So let’s start from the first time we began thinking about dropping the class as soon as we got our results from exam 2. This was the exam we both did w o r s t on so far in our entire time here. Besides being a punch in the face, because of the fact that we spent ~12 hours studying during our long weekend, it was very nerve racking because we really wanted to pass this class. Danny: At this point in the semester, we knew that we’d need to do well on the next two exams, final, and psets for us to pass the class. So I proposed the plan to stay in the class until we take the third exam. See how we do. And based on that, make a decision on whether we should stay in the class or not. Allan: I was initially very opposed to this plan, because I thought that regardless of how we do on exam 3, exam 4 and the final (which are after drop date) could go really badly. So for a week before exam 3, we constantly argued about this. Danny: My reasoning for wanting to take the third exam, despite knowing that it would be another 10+ hour pursuit, was just not wanting to make a rash decision. “I dont know”, what if I end up really liking the material for the third exam, and doing so well that I’d be confident enough with my standing in the class that I’d be pretty sure that I’d pass. And if I do just as badly as I did on the second exam, I’d know that I’d be in a position where I probably wouldn’t be able to pass and should just drop it. I think Allan’s fear was that we’d do somewhere between really well and really badly on the third exam, in which case, our fate of passing or failing would greatly be determined by our fourth exam score and final, and hence we’d need to make a decision as opposed to having our decision be guided by a test grade. Allan: And my fear is exactly what happened! We both did better on the third exam than on the second exam, but not nearly well enough to be confident that we’d definitely pass. Much frustration. “I don’t know;” this mindset where an exam grade will decide my fate is honestly kind of silly. Because I know that I would be a lot happier and be able to dedicate more time to the classes that I actually am enjoying if I drop this class. And because of the flexibility of my major, I can replace this class with any other course 6 class in a future semester! Danny: I agree, but it’s so hard for me to take the easy way out. Why is it so difficult for me to allow myself to be happy? Why do I feel like if I’m not in some capacity struggling, I’m doing this whole college thing wrong? I guess because challenging yourself is a pretty important thing to do. But I think theres a fine line between challenging yourself and being miserable. Because of the stress and consistent lack of sleep I’d been getting, I got a cold from the first to third week of October, and then another cold from the end of October to now; I still have a cough. I think I might have crossed that line this semester. Allan: I think that’s one of the bad things about the MIT environment. It seems like everyone is struggling to some degree, so you feel like if you arent, then youre doing something wrong? But regardless, I agree that we did cross the line this semester. I’ve honestly been a proponent of choosing our current happiness this semester over anything else, and dropping the class sooner. But besides all this stress about passing exams, there are a couple more aspects of our discussions, which is neither of us even really like the material of the class. Danny: This class covers material such as different types of proofs, predicate logic, infinite cardinality, and much more. A lot of people here really enjoy that kind of stuff. And I honestly thought I would too. Throughout my entire K-12 education, math was by far my favorite subject. I loved how concrete it was. There was always an answer. Doing a math problem felt like ice skating: smooth, crisp, and beautiful. But honestly, when I came to MIT, that changed. I generally liked my first math class here, 18.02 multivariable calculus, but it felt more like ice-skating on ice that had not been zambonied in a week. The concepts were much less concrete to me, took a lot longer for me to wrap my head around. But, eventually with enough office hours and studying, I felt like I got a grasp of it. 6.042 is the second math class I’m taking at MIT, and it’s a much different story. The ice rink melted, turned into mud, and my ice skates became tennis rackets. Every concept felt so vague and confusing. And regardless of how many TA’s explained it to me, and how many hours I would put into studying, I would never feel like I fully grasped a lot of the material. Allan: Yes^^^ to everything Danny just said. Also, I LOL’ed at “my ice skates became tennis rackets” because of how accurately that describes how this material makes me feel. Anyways, I also had a very similar transition in my feelings about math (shocker!). In high school, I really liked learning about cool math things, either by studying for math competitions, or by watching a lot of math youtubers, like Vi Hart or Numberphile, or by taking extra math classes. I almost felt pride in having math be my favorite subject. I formed one aspect of my identity around it, essentially thinking of myself as “a-nerd-who-likes-learning-math-and-watches-cool-math-videos-and-goes-to-competitions”. But after coming here, that part of my identity started to change. After working countless hours a week, week after week, on math psets and trying to do the questions with the same enthusiasm I had in highschool, I noticed I was just not enjoying myself nearly as much. Pretty early on last yea r, I just realized I dont love math anymore. I still really liked it, just not as much anymore to call it my “passion” or my “favorite subject” and definitely not enough to declare it as my major. Something that definitely changed was the difficulty level MIT math is way harder than any math I ever did. And I also felt the gap in my abilities compared to my peers’ significantly increase from highschool to here, and that shock sucked. So it may sound like I loved math in highschool because it was easy and I was good at it, but I no longer do since it no longer is and I no longer am. But that’s not the case. I still found math really difficult in high school. And I was never the best at it in my school either. My interest in the subject, while maybe partially, was definitely never fully dependent on how good I was at it, not in general and not in comparison to others. With that said, I knew this shift was happening, but couldnt figure out why. All I knew is people change all the time, and this is one of the ways that I’ve changed at MIT. So, for most of freshman year, I played around with being course 4 or 2 or 2A-4 because I knew I liked making things in highschool, and that interest didnt seem to shift upon coming to MIT. But after taking classes in both 2 and 4, I realized I didnt want to major in either, and declared the flexible joint major I’m still currently in. Danny: I feel like this whole semester has been a very revelatory one, and the thoughts that have resulted from this semester are a culmination of thoughts that have been brewing for a few years. It all started when we first explored something we had always wanted to do during highschool but never got the opportunity to animation. Over around a 2 week period, Allan and I made a 2-minute paper animation. Over our freshman fall, we joined animation club, but werent able to actually learn much, because of technical difficulties with downloading animation softwares and them being glitchy when we would be able to download them. But in spring semester, when we became involved in the Borderline Project, we learned that Photoshop has a very user friendly animation timeline. So we both made our first digital animations. And over the summer after freshman year, we made another animation, this time almost entirely digitally on Photoshop. And it was honestly sooooooo much fun. This time we spen t close to 2 months working on it, multiple hours every day. This semester, we decided to take Animation 1 in MassArt. The absolutely stark contrast between our animation class which we both LOVE and 6.042 which we really don’t like really made it clear what makes us happy and what doesnt. It’s really funny. The conversations we’ve had that start with “I dont know” about trying to decide whether to drop this class or not have ALWAYS lead to conversations about how we wish we would be able to do more animation and art and have that be a job. So we both do, in fact, now “know.” We’ve just took a while to figure it out. Allan: Danny just articulated the whole reason in my shift of interest in the beginning of freshman year with math and my indecisiveness about my major at the end of freshman year. It was basically that I began to dip my toes in something that I knew I liked more than any of the majors I was considering. Danny: So to wrap up, whats our current plan and how are our academic studies helping us achieve our future goals of going into the animation industry? We’re going to take writing and storytelling classes through the CMS department and Animation classes at MassArt to figure out if we want to do more of a storyboarding/art-development/writing job. And we are going to work our way up to computer graphics for the course 6 part of our major to figure out if we want to do a more technical job in animation. Allan: Wow this blog was kind of all over the place. Danny: Well so are our actual conversations in real life. Allan: True. Okay, I think your wrap up wasn’t “wrap up-py” enough. Let’s try a different one. As we walked down the hallway to our room today, we heard our GRT say “hey guys! Want some chocolate pretzels?” Danny: “Awwww yes! Thank you!” And our GRT continued, “How are you guys doing? You guys look happier?” Allan: “Yeah haha. We dropped a class.” She immediately high fives us, and says “Good job guys! I’m proud of ya’ll.” Danny: “Thank you for the positive affirmation.” She then says, “You know you really just gotta put your health and well being above anything else.” Allan: “Yeah you really do.” Danny: Okay third times a charm… this is the last wrap up attempt (also really just wanted to insert some steven universe in here) Allan: happy  super duper  belated  halloween! (this is the definitely the wrap up-piest wrap up of them all) Post Tagged #6.042 #CMS - Comparative Media Studies #cross-registration #Next House #The Borderline at MIT