Romanticism in El Matadero

Esteban Echeverria, who spent five years in Paris before returning to Buenos Aires in 1830 when he became a political agitator against the tyrant Juan Manuel de Rosas, is credited with bringing romanticism to Spanish America. As a poet, he is remember for his narrative ballad La cautiva, the story of a white girl’s escape from enslavemente by nomadic Indians. Echeverria inaugurated the theme of the pampas as an archetypal landscape – a place of barbarism; but also the crucible of national identity for Argentina. He also wrote El matadero (‘The Slaughterhouse’, 1838), a short satirical prose piece in which a slaughterhouse becomes a powerful symbol of Rosas’s oppression of liberals in Buenos Aires. In 1839, Echeverria helped to found the Asociacion de Mayo, a group of young anti-Rosas activists, many of whom were to become important writers and future liberal leaders of Argentina. The gauchesque genre had its origins during the wars of independence in the River Plate area. It was influenced by the Spanish tradition of the cuadro de costumbres. Gaucho costumbrismo appealed to the romantics because it seemed to reflect a truly American way of life. By transforming the gaucho into an ambivalent national symbol, Echeverria crystallized the problem of national identity which all the Latin American republics would experience. Echeverria's renown as a writer rests largely on his powerful short story El matadero (â€Å"The Slaughterhouse,† written in 1839 but not published until 1871), a landmark in the history of Latin American literature. It is mostly significant because it displays the perceived clash between â€Å"civilization and barbarism†, that is, between the European and the â€Å"primitive and violent† American ways. Domingo Faustino Sarmiento, another great Argentine writer and thinker, saw this clash as the core of Latin American culture. Read in this light, â€Å"The Slaughterhouse† is a political allegory. Its more specific intention was to accuse Rosas of protecting the kind of thugs who murder the cultivated young protagonist at the Buenos Aires slaughterhouse. Rosas and his henchmen stand for barbarism, the slain young man for civilization.

Bilingual Education in Early Childhood Essay

Living in a world on the move, it may well turn out that tomorrow the next-door neighbors of a certain family will be persons who speak what to them is a foreign tongue. For political, economic and social reasons, as well as to further their education, people are relocating themselves in all parts of the globe. Perhaps there is already a foreign-speaking population where you live. Truly, East, West, North and South are meeting as never before. So if the children come running home with the exciting announcement, â€Å"Dad! Mom! We have a new playmate who doesn’t even talk the way we do,† parents might seriously begin to consider teaching their children to speak another language. Before closing one’s mind completely to the prospect, however, consider this fact: Talking to native speakers is one of the best â€Å"teachers† there is. As one is acquainted with them, extending hospitality, an individual will also be able to learn something about their language, and this will enable the parents to teach their children. Indeed, in a global brotherhood that the world is involved with today, it is essential for people to at least learn two or more languages that is widely used by people around the world. This is mainly to be able to catch up with the growing need for language experts in the professional world. However, the question is, when should bilingual education begin? According to Psychologist Dennis Coon, â€Å"the best time of teaching a person how to speak is from the belly of his mother beginning during the pregnancy years† (34). How is this possible? It has been learned through research that children, even when they are still inside the uterus could already interact with the world outside. Moreover, as the infant is born, talking to him in straight words without baby talking seriously developed early speaking skills on many growing babies today. (Coon, 36) It is also according to the authorities that the most effective time of teaching a child to speak his language and at least another one is during the first four formative years of the child’s life. Hence, it is indeed vital to start as early as first year of the baby’s life. A child’s first formative years is the highest capacity of a young mind to grasp the lessons being learned. However, some issues need to be addressed when bilingual education is being discussed. Scope of the Problem In many parts of educational development, bilingual education is treated as learning for non-American students. The use of their native language along with the inculcation of English to their vocabulary is the main aim of this program. According to educators, this is more likely an ESL program that would indeed assist foreign nationals living in the American territories to adapt to the society, especially with regards to children who are born in America. This would help the non-Americans to be ‘one’ with the American community in terms of language. To the educators, this is a way by which America could be able to overcome ethnic differences in the country. However, some language experts say that this is not an easy task for early childhood educators. The fact is that at times, some students come to the American region with a fluency on their native language already and thus may not have so much interest in knowing other languages more. Aside form this, according to some ‘English Only’ advocates, â€Å"bilingualism would only lead to an ethnic line of division between the nationalistic views of the natives of America† (Internet). The Pros of the Issue on Bilingual Education Implementation Many educators are indeed amiable that bilingual education is an essential part of learning especially with children who are of different ethnic society in the United States. Many professional early child education experts consider that through the utilization of bilingualism in the educational systems, children would become more concern and highly, in connection with their environment because of their language. The following are some of the facts that support the said claims of education experts: †¢ Children’s preparedness in facing the society with confidence lies in their ability to speak their thoughts in a way that their peers would understand them. Hence, for ethnic groups in the United States, learning nilingual language is necessary for them to be able to get along well with the American society. †¢ Bilingual education has been proven to sharpen the minds of the young students. The fact that their thinking ability is still budding, learning languages is one of the best ways to develop a young person’s mind through challenging education. †¢ Understanding what the world talks about and being able to respond is an essential part of a person’s life. This factor of being accepted in the society in a simple way f being understood because of language is a great potential for producing confident individuals in the future. The Cons of the Issue Although the fine part of the programmed education has already been laid, not all educators agree of that the bilingual education program would simply do its purpose. To them, the other side of the issue may bring disaster to the American society. How? The details regarding this are as follows: †¢ Teaching the ethnic groups on the use of perfect English language may make their groups stronger that they would be able to rebel against the rules of the law at times that these laws would not be amiable to their wants. †¢ Since the native language of the ethnic groups of the American Society would be used, it could be noticed that there could be a possibility of the lost nationalistic idea in teaching. Some American students may want to learn other languages that may affect their own personalities. As obviously seen, these reasons of the bilingual education implementation’s ineffective effects to the American society may be true, yet at some points exaggerated. It could be observed that by being able to balance the values that bilingual education implies, the said system of teaching young students could as well be beneficial not only for the pupils themselves but also for the whole American community. What Early Childhood Educators Need To Know There are necessary guidelines though that educators need to know when teaching bilingual education to children. The said guidelines are as follows: †¢ Bilingual education helps in the mind-development of handicapped children. (Internet) If incase the class that an educator is supposed tot each involves handicapped children, he must be able to recognize that learning bilingual knowledge is vital for their growth and development as a person of ‘worth’, hence, he should continuously encourage them in learning their lessons well. †¢ Teaching bilingual education requires close interaction with the students, especially with those who are having a hard time coping up with the changes. This has to be done for the educator to be assured that the students under his supervision are learning something from his teachings. †¢ Quality is more important than quantity exposure to the English Language. A child’s ability to speak correctly depends not on the times he is exposed to English speaking people but on the correct teachings of his educators in his class. †¢ ESL is taught more efficiently in natural situations. This means that children are forced to use English when they are faced with situations that require them to do so. With these guidelines, Early childhood educators would be equipped with the necessary points of consideration they have to remember during their teaching sessions. Resources for Early Childhood Educators To be able to meet the challenges of teaching bilingual education to young students, the government of the United States of America provided necessary resources that are available for teachers to utilize. Aside form these, numerous books are also available for study basis on this issue. As for example, Peter Woods’ â€Å"Multicultural Children in the Early Years: Creative Teaching, Meaningful Learning† talks about the necessary factors of consideration that educators should remember upon meeting Multicultural Children in their class. Meanwhile, Tony Cline features several effective curriculum for bilingual education, which were used and proven effective by other educators in his book â€Å"Curriculum Related Assessment, Cummins and Bilingual Children†. Likewise, Angela Carraasquillo’s â€Å"Teaching the Bilingual Special Education Student†, gives guidelines on the teaching methods that could be inculcated in the nature of teaching of the educators to their young students. Finally, Norbert Francis’ â€Å"Language and Literacy Teaching for Indigenous Education: A Bilingual Approach†, helps the educators overcome cultural differences during the entire course of bilingual education instruction processes. By utilizing the said resources, the educators would surely gain the necessary skills that are to be of good use during their teaching sessions with multicultural students. Conclusion Indeed, teaching is an art. Moreover, the artistic approach of this art is further encouraged in teaching students of the bilingual education. Hence, to be able to gain success from the said aspect of teaching, educators must have the right disposition as well as inspiration and reason for teaching. The fact that they realize that they are able to help ethnic groups in the American regions to fit in the society, should make them see the importance of educating the children with bilingual education. BIBLIOGRAPHY Maria Estela Brisk. (2005). Bilingual Education: From Compensatory to Quality Schooling. Lawrence Erlbaum Associates, Inc. ; 2nd edition. Colin Baker. (2006). Foundations of Bilingual Education And Bilingualism (Bilingual Education and Bilingualism). Multilingual Matters Limited; 4th edition. Olivia N. Saracho. (2004). Contemporary Perspectives on Language Policy and Literacy Instruction in Early Childhood Education (Contemporary Perspectives in Early

A Journal on Observing a Reading Teacher Essay

I was deployed at the Elementary Department of the New Era University under the mentorship of my cooperating teacher, Prof. Samuel Bayang, Reading coordinator of the division and the adviser of Grade 6 Simon, the department’s upper hetero section which is composed of 33 scholarly pupils. Given the chance by our supervisor, Dr. Corazon Liwayway, Principal of the Elementary Department, to observe the teachers teaching on student teachers’ designated classroom assignments in preparation on our apprenticeship which commenced on the fourth week of July, I conducted my observation on Prof. Bayang’s strategies and methodologies in teaching Reading with his permission. Before I start my observation, I made a list of potential strategies and methodologies that a Reading teacher may use by reading Prof. Bayang’s RAP journals and his books that are concerned on improving and improvising teaching strategies in Reading to facilitate better learning in the class. One of which is Dr. Rizalina R. Santos’s â€Å"Strategies and Methodologies in Teaching Reading†. After buying some time to read his books and RAP journals, which has been a great help not only by finishing this journal observation but also for introducing me on a different level of teaching Reading, I completed a list of probable techniques which I cultured on my readings that might help me on noting and distinguishing informative matters on my observation. Upon accomplishing the list of techniques I made, I turned my attention on familiarizing myself on the conducts of teaching Reading to grade school pupils by painstakingly researching on-line clippings, journals and researches that I compiled and read later on. Some of those on-line materials I had are Asia E-University’s module regarding â€Å"Motivation in the Classroom† which mainly discusses upraising motivation in the classroom through various techniques such as presenting spring boards that serves as an introduction to a particular Reading materials most likely epics, novels, short stories and the like. Also, it discourses the art of questioning that is incorporated with real life situation that happens in the everyday set up of a conventional public schools mostly located on rural parts of Asia-Pacific countries. It also offered a study regarding on demeanors in teaching Reading in both private and public schools which caught my attention. I list down the conducts and citations in the research presented and included it on the list which I made beforehand. An article entitled, â€Å"Using stories – Teaching training† which was copyrighted by The BBC | British Council also helped me on advancing further on completing my observational checklist and for formulating questions that I may ask to Prof. Bayang after I conclude my observation. The article taught me how stories can be used in class with primary or lower secondary aged pupils. The ideas can be easily used without access to storybooks or computers; the focus is on the teacher reading aloud a printed story or telling a story orally and designing motivating tasks around this. As of my prime concern in looking for conducts in teaching Reading, it provided a detailed approach on presenting practical ideas on exploiting stories in the classroom while considering the benefits of using stories in both Reading and Language classrooms. It also offers a broad knowledge on conducting active learning through interactive discussions and group works, subject matter generalizations and reflections regarding the stories read by the pupils. July 23, 2012 OBSERVATION After spending enormous time on researching and collecting data that may help me, I printed an approved and improved format of a detailed lesson plan which I made during my demonstration teaching in MSC 5-05 under Dr. Lucila Bondoc then I proceeded on my observation. On the preliminary phase on July 23, 2012 of my observation, I sat at the back of the classroom while Prof. Bayang is teaching his advisory class about Facts and Opinions†. During the discussion, I noticed the systematic flow of events. The class was started by an opening prayer led by Maverick del Mundo at 7:00 a. m. The prayer was followed by the checking of orderliness and cleanliness of the classroom. Because the classroom was used by Prof. Bayang’s college students prior that day, he asked his pupils to check their surroundings for litters and throw those that will be seen on their trash bags. Then checking of attendance was conducted by the class’ President, Patricia Nagales, who is in-charge of monitoring the punctuality of her classmates. She wrote the names of those pupils who are absent and tardy that day. After the prayer was conducted, the checking of the orderliness and cleanliness of the classroom was administered and the checking of the attendance was done, Prof. Bayang reviewed the class about their previous lesson which is all about contextual clues. He made the class defines contextual clues by using their own words. Then, he presented a visual aid containing exercises which he made as an interactive activity by calling pupils randomly to answer each item. He asked those pupils to read the question and choices for the number they are called and then to determine if the pupil’s answer is correct, he asked the class whether if it is correct or not. He also asked the pupils to reason out why their classmates’ answers are correct or wrong enabling to activate their critical thinking skills. As reinforcement, Prof. Bayang gave positive feedbacks like, ‘that’s great,’ ‘well done,’ and ‘nice job’ to those pupils who tried their best to participate in the activity. Before he proceeds to the next activity I browsed the lesson plan I printed beforehand and noticed the synchronization of activities as to Prof. Bayang’s performance. The review of the previous lesson was trailed by a reading drill about words that sound as /ch/ written on a manila paper of 5 columns and 3 rows. Words that are included in the drill are as follow: children, chili, chimney, chin, chip, chuckle, chum, chunk, church, bunch, bleach, each, peach, reach and speech. First, he read the drill by himself emphasizing the /ch/ sound on each word. Afterwards, he asked the class to read the words after him. When the class finished reading the drill, he let the class to read the drill again by them. To accentuate the significance of the drill, he called two readers to stand in front of the class and deliver the drill once more. As follow up, Prof. Bayang gave verbal appraisal to the two readers he called on. Subsequently, he divided the class into two to present the motivation. He gave each group with a puzzle picture and asked them to assemble it for a minute. After a minute, Prof. Bayang collected the pictures and requested for a representative of each group to interpret what was shown in the puzzle. First, he let the first group to discuss their puzzle in the class. The picture they formed is a picture of a counselor and a counselee. The pupil described the picture as a an illustration of an old woman wearing white hospital clothes seating on a chair adjacent on a wooden table with her name on top engraved on a marble tablet indicating that she’s a counselor. In front of her is a guy probably on his mid-twenty’s seeking for advice. After the first group described the picture, Prof. Bayang called the second group’s representative. They formed the same picture just like the first group but it illustrates a different scenario. The pupil described the picture as a photo of two women on a living room. An old woman probably on her sixty’s sitting crossed legged on a mahogany oak wood furnished sofa. Beside her is a sobbing woman who is probably married because of the impression of her clothes and accessories worn. Prof. Bayang acknowledged their interpretations as true and correct. He followed the activity with questions like, what does a counselor do? What is a counselee? Who did you often seek an advice and how frequent it is? What kind of problem do you usually encounter? How do you deal with it? Pupils became very enthusiastic and eager to answer his question because everybody was able to relate. Most especially when cited several examples that implies the needs of having guidance and counsel from someone close or dear to us. After he motivated the class, he presented the vocabulary words which later on will be seen on the selection they’ll be reading. He delivered it through contextual clues activity. He posted a visual aid with questions and choices that corresponds each number. By means of using contextual clues, the pupils we’re able to define the meaning of patch, summarize, extract, summon, fines, testify, assurance, complainant, clues, and interrogation. When they already unlocked the meaning of the difficult words in the selection, Prof. Bayang ensued to the reading activity. First, he asked a spring board that is stated on the beginning of the selection they’re about to read then he let the pupils answered his question orally. He followed the spring board by introducing the story to the pupils. He requested the pupils to get their book in Reading, â€Å"Reading Realm 6† by Rizalina R. Santos, Ph. D. and by writing the page numbers on the board, he asked his pupils to turn their books on the pages where the story â€Å"The Farmer and the Wise Judge† is located. When everybody is ensured to have turned their book on the prescribed pages, he asked his pupils to conclude what’s in the picture. The pupils are able to described the picture which illustrate an old Chinese judge wearing a traditional Chinese wardrobe and a peasant farmer seeking for help, After the pupils discussed their interpretation of the picture, Prof. Bayang asked them to give the standards in silent reading. One by one, the pupils gave the standards and then Prof. baying called on readers to read each paragraph. He asked the pupils to silently read what the reader is reading so that everybody will be able to read the selection. After four to five paragraphs read, I noticed that Prof. Bayang interrupt the reading process to explain and ask the pupils what has been read. He incorporated the oral comprehension check-up in the reading activity and extended it until the entire reading activity was done. Supplementary follow-up question was supplied to test the pupils’ comprehension skills. After the pupils were able to answer the additional questions, Prof. baying gave them ten minutes to answer the written comprehension check-up on their books which is consisted of 3 parts. The first part is recalling details, second part is story plotting, and the third part is inferring characters’ moods and feelings. While the pupils are answering their activity, I took the chance to check out the list which I made. Prof. Bayang followed the same format of lesson plan that I did before. The execution of each activities as well as the systematic synchronization flow of discussion is well performed without mannerisms that tend to disturb the pupils’ attention. I also noticed his stance and composure, the way he carried himself is very respectable and well-mannered which is enough for him to be treated with authority and respect by his pupils and co-teachers that enables him to command reverence responsiveness. When it comes to speaking, he has a well-modulated and articulated voice that is audible throughout the whole class. I also observed that his questioning skills stimulate discussion in different ways. He was able to probe learner’s understanding, help pupils articulate their ideas and thinking process, promote risk taking and problem solving, facilitate recall, encourage convergent and divergent thinking, stimulate curiosity and helps pupils to ask questions. After the span of ten minutes roaming around the classroom to see if his pupils are responding in the activities given and if they have queries, he asked the class if they’re done. Some pupils are not yet finish so he gave them an additional 2 minutes to work. For those that are able to finish the activity on time, he gave them verbal appraisal and asked them to review their answer. When the additional allotted time was finished, he asked his pupils to pass their books sideways going to the center aisle at the count of five. Each count, the pupil from the innermost row passes his book on his seatmate. When the final count was given by Prof. Bayang, all books are in the center aisle. â€Å"At the count of six, all books should be at the opposite row. † he said firmly. As he counted, the same process was done by the pupils. After the books are delivered to each respected pupils, Prof. Bayang asked his pupils to put â€Å"corrected by† on the lower right corner of the book they received and affix their name and signature on it. While the pupils are busy following his instruction; he bought some time to post the keywords on the board. After posting the keywords, he asked the pupils to check the book their holding by looking at the keyword posted in front for two minutes. He also instructed them to tally the scores and write the sum on the upper left corner of the book they have. When the pupils are done checking their classmates’ book, he asked them to return the books to its owner by repeating the routine they’ve done before. When the books are already returned to the owners, Prof. Bayang recorded their scores by calling their class numbers. After he recorded the scores, he asked if all names are called. Then, he let the class relaxed their selves and seat up straight and properly. He also let others go out for a water break and to comfort their selves. Once he made sure that everybody is ready and present inside the room, he started presenting to the class their lesson for that day which is â€Å"Facts and Opinions. † He asked the same question as he did before they read the selection, â€Å"How judges’ now-a-days decides on their cases? † Then he called random pupils to answer. This time, pupils aren’t just enthusiastic to answer but they became more dignified and willing to answer Prof. Bayang’s question. He stated that one of the ways on how judges decide on their cases is by inspecting closely what are facts and what are opinions. He posted a visual aid which contains the definition of facts and opinions then he asked someone to read the definition and example of facts. Afterwards, he explained it and gave the determinants to identify what’re facts and otherwise. He supplied the class with different examples and cited situations to stimulate their higher order thinking skills. Later on, he did the same procedure in explaining the idea of opinion in the class. After explaining the concept of the lesson, he asked the class if it’s clear to them and if they can move to the next activity. Everyone agreed that they have no question regarding the lesson so Prof. baying move on the application part. He divided the class into 4 groups. The first group is in charge of â€Å"Gossip Hunter†, it is a game wherein they’re going to spot the facts and opinion in the selection read. The second group is going to perform the â€Å"One Click Act! † activity in which they’re going to choose a scene from the selection and then they’ll present it on the class highlighting the facts and opinions in their dialogues. The third group was tasked to do the â€Å"F and O Talk Show†. They made a talked show about the selection read exposing what are the facts and opinions stated by the characters in the story. The last group did a â€Å"Journal Entry† which is made of facts and opinions in about the story. Each group was given fifteen minutes to do their assigned task and prepare their materials and scoops. After the given allotted time, they are asked to go back to their proper seats and avoid making unnecessary noises so that the group that shall present their work will be able to present it without disturbance. Each group was given three to five minutes to present their work in front of the class. The group that made the best presentation was given verbal appraisal and plus points in their recitation. After the differentiated group work, Prof. Bayang asked his pupils to turn their books to pages 113 and made them answered activities one to two which is all about identifying and locating facts and opinions in a given paragraph and statements. This serves as his evaluation in the discussion made. He gave them five minutes to answer the activities. After five minutes, they checked the activities the way they did in checking the written comprehension activities it was followed by the same recording of scores routine. Knowing the scores of the pupils are outstandingly promising, he didn’t give homework anymore, instead, he congratulated the class for showing an exemplary performance. July 25, 2012 INTERVIEW After observing Prof. Samuel Bayang, I analyzed and evaluated my findings. I was amazed by the amount of the data I was able to collect upon observing him. There are a lot of notable comments I listed down regarding him but the one that really amazed me was the congruence of his discussion between his objectives and subject matter that even without looking for his lesson plan, it was clearly manifested throughout the class. There are also notable congruence between his lesson’s objectives, teaching procedures and formative test. When it comes to his teaching procedures, his used methods and strategies that was suited to the needs and capabilities of his pupils, he was creative enough to adapt his method to the pupils’ capabilities, visual aids and other examples were used to illustrate the lesson, and he also made effective use to the formative test after teaching. I also observed his keen systematic practice in routinizing the class when it comes to the checking of attendance, agreements, practice exercises, and correcting, distributing, and collecting pupil’s outputs. I also noticed the strict, yet pupil-friendly, order and discipline present in classroom while it’s on session. Also, the visual aids that were used by Prof. Bayang were within reach during his teaching which made him easy to assemble his materials during the session. Before I observed him, I thought that it will be just a meager observation but I was mistaken. It left me with several inquiries that challenged me to come up with an interview. So I enumerated my findings and made a narrative report about it which helps me to formulate questions regarding my curiosity towards the way he taught his pupils. Upon completing my questions for my interview, I instigated my plans. I came up to school early on Wednesday of July 25, 2012 where I was schedule to meet Prof. Bayang in preparation of my first on the job training which was due in July 26, 2012. First, he instructed me to make my instructional materials while he was editing my lesson plan. I took the chance to ask him about himself. I learned that he graduated in Philippine Normal University twith Bachelor Degree in Elementary Education major in Reading. He has been in the department for 15 years with her wife, Ma’am Bessie Bayang, Elementary Registrar, and that he has three son who is currently enrolled in the elementary and high school department of the university. I was uncomfortable to ask him about his life because talking about something which doesn’t concern me is not my interest so I went directly to my concern. I asked him if his using a lesson plan in teaching. He said that it’s not necessary anymore to use a lesson plan in his case because his already a professional licensed teacher already. In fact, according to him, the department does not require them to do so because of their heavy loads in teaching though sometimes they most especially when the subject matter is tough or new to him, he make a guide to help him manage his time during his discussion. Using my research made list, I asked him if his familiar with the basal reading approach or the basal type lesson plan. He said that he is fully aware of it. He says that good basal reading programs cover all aspects of reading learning (phonemic awareness, phonics, fluency, vocabulary and comprehension) in a systemic, explicit and comprehensive way. They are intended to teach children to read at or above grade-level expectations and give those all the skills they need to make reading progress. Regarding to its effectiveness, he stated that, it’s very helpful and child friendly approach because basal reading program is a core reading program that is used to teach children to read thoroughly. He also discussed that the term â€Å"basal† comes from the word â€Å"base,† as the program acts as the basis for the lessons that teach children reading skills. Basal reading programs are mainly used by school districts, as they are generally too expensive for most homeschoolers and tutoring centers. This discussion with him opened me the chance to ask him a lot about his approaches in teaching Reading. He specified that there are a lot of approaches in teaching Reading and its affectivity varies according to the learning style and needs of our pupils because no matter how detailed and proven an approach is, it won’t easily suits everyone’s need. â€Å"Teaching is not a one size fits all profession. Further study and researches are needed to cater the needs of your pupils. Hindi tayo focus sa iisang bagay lang, ang target natin, LAHAT. And when we say LAHAT we deal with diversity and there comes the bigger picture. You should know that. † Prof. Bayang boldly said. Having my research as my guideline, I asked him if his accustomed with Marungko approach. He told me one of his seminars he attended in Manila hotel sometime during the year 2011. He also showed me one of his RAP journals about Marungko approach. He conversed it is a technique by which instead of the usual arrangement (or order) of letters, Marungko starts with m, s, a, i, and so forth. The alphabets are rather â€Å"pronounced† than read. Then he cited an example. â€Å"The alphabet â€Å"m† would be pronounced as â€Å"mmm† not the old Pinoy style of reading it as â€Å"ma†. Learning the pronunciation of just a few of the letters would actually help the child read a few more words. † he explained. Then I asked if his aware of the â€Å"Four Pronged Approach†. On his old large file case, he brought out an envelope and gave it to me. I opened it and found out a compact disk entitled â€Å"The Four Pronged Approach† along with it are five samples of four pronged approach lesson plans. He handed another envelope which contains five books and told me that those are the books from where the lesson plan was formed. In a short while after he fixed his files that went topsy-turvy above his glass framed table, he turned his attention to me. He offered a close discussion about the â€Å"Four Pronged Approach† from which at that point I have limited knowledge. He discoursed that the four-pronged approach was first developed by Professor Basilisa Manhit of the College of Education, University of the Philippines, Diliman as stated on the readings and clippings he was holding. He stated that the philosophical foundations of the four-pronged approach are the following: literature-based, holistic, and places emphasis on the process of transfer. He also stressed that the four pronged approach is composed of four parts: genuine love for reading (GLR), which aims to immerse the child in literature and develop a deep and lasting love for reading. Critical reading this offers a story/poetry reading, and then afterwards the children are asked to answer the motive question. A discussion then unfolds the events and beauty of the selection. This discussion should succeed in imparting the message of the story. The children arrive at this on their own pace of realization guided by the questions of the teacher. The children are trained to reflect on the story. They soon become accustomed to critical thinking (CT), the second prong. The third prong follows which is the mastery of the structures of the language now also named Grammar and Oral Language Development (GOLD). He indicated that through this method of sharing literature, vocabulary is developed, attention span is lengthened, listening comprehension is honed and critical thinking, applied daily, becomes a habit. The last prong follows immediately, the transfer stage (TS). This prong is also planned and implemented as systematically as the three prongs. â€Å"This is the prong where reading readiness activities are given to the pupils. † Prof. Bayang said. As for my final question, I asked him what approach in teaching Reading he prefers. He took a deep breath eyeing for my buried lesson plan that he was halfway finished on editing throughout our 30 minutes interview. He looked towards the direction of my hand which is swiftly writing the information he shared. At first, I thought he was skeptical or somewhat cynical about his answer then he precipitously said, â€Å"None. † I was stunned. I didn’t expect he would answer such so I smiled back in return and ask, â€Å"why? † He lowered his head and examines my lesson plan. I can see his passion and dedication as his hands swiftly write his comments on my red ink filled lesson plan. â€Å"As I have said a while ago, teaching is not a one size fits all profession. † he said with a truncated voice. â€Å"Pag teacher ka, kailangan lahat nakikita mo. At dapat marunong kang mag-value. And by valuing, there comes the answer to your question. † he’s smiling while he’s talking. There has been a long pause. I wanted to break the silence so I attempted to asked, â€Å"wh-.. † He interrupted my statement so I lay back on the arm chair I was seated. â€Å"There is a lot of things you really need to know. He-he! † He laughed. â€Å"Appreciating someone’s value or purpose might it be good or bad is the perhaps the best job a teacher does that is hidden to the eyes of people. † He said smirking. â€Å"Wala naman talagang best na approach o strategy o method na best o appropriate sa pagtuturo ng Reading, o Language, o Science o ano pa man. Sa trabaho natin, kailangan mo lang maging totoo at maging appreciative sa bata. Kasi ‘yong maging maka-bond mo sila, that enables you to think of a best approach to deal with their personality. At sa pagtuturo, hindi naman talaga learning style of habit ang inaalam natin e.  Kundi ‘yong personality, ‘yong attitude. You need to acquaint yourself on the child’s nature first for you to teach him. Most especially when teaching Reading. Your teaching them kasi not just a simple subject e, your teaching them a way of living, a part of life. † He said seriously. â€Å"Kaya ang sagot ko sa tnong mo ay, WALA. He-he! † He said laughing while handing me over my edited lesson plan. After that, he asked me good bye to attend their devotional prayer at the Elementary Library. That ended my interview to him. July 25, 2012 Just after my interview. ( REFLECTION  Seriously, I was left dumbfounded. I was surprised by how our conversation concluded. It’s just 30 minutes of interview but it changed a portion of me when it comes to the career I chose. I was able to reflect back on. How am I doing in the field? Am I after to the child’s personality? Attitude? Or am I just focus on the theoretical knowledge I learned on my three years study of theories? Am I forgetting something big? This whole observation and journal making thing turned out to me as an unexpected crash course. In taking this class, I would have never expected to be able to write so much at once. In fact, in the past I probably would not have even tried. However, during the course of this class, I guess I began to open my mind to different ideas and styles of writing that have helped me to develop as a writer and as a student in general. My mind was put into critical thinking mode immediately after every class I attended in the Elementary department teaching grade six pupils. I knew from that point that this class would be a lot more than just a crash course on grammar and paper structure because I had to do this portfolio and journal. I had to form an opinion of my own. As assertive as I come off, I always have a hard time, I still have a hard time choosing one side over another because I will sit there and analyze ever side to an issue. This innate habit of mine is both a gift and a curse. It is beneficial to me because I am able to look at things from several perspectives with compassion and understanding. But on the other hand, I always want to write a paper giving both my point of view towards something I personally experienced, instead of theoretical and argumentative statements which most of my subject courses requires me to do so. This has been a challenge for me because we are asked over and over  again to take a stand on an issue regarding what’s happening on our class during the discussions and our relationship with the entire faculty of the department. So many times this semester, I have been caught by writing center tutors, most especially my friends who are grammar Nazzis, telling me that this sentence or this paragraph supports the wrong side. That is me trying to be fair I guess, a habit which I will have to keep learning how to break. I must say that I have enjoyed all of the facts and journals that we got to write about for the reason that I had quite a bit of interest in the subjects. Even my journals and lesson plans which I was dreading to write became my favorite paper I wrote this semester because I was so informed after my research that I had so much to say. It is so much easier and interesting to write about things that affect me or things that I can relate to. For example my journal made me aware of the things that are going on that I seem to overlook in my everyday life. I think that more than anything this class has helped me to become a more analytical and insightful thinker as well as a critical writer and teacher.

What is Leadership Essay Example | Topics and Well Written Essays - 500 words

What is Leadership - Essay Example Through this definition it is evident that leadership involves inspiring a shared vision while involving everybody in the organization in the process. Through effective leadership, employee motivation and dedication is achieved. Leadership need not be seen as a title or a position. "Leadership is everybodys business† means that everybody is empowered to think lengthily, fashion a vision, and move towards the vision for the overall success of the set objectives. â€Å"Everyone’s business’ characterizes the relationship between the two parties; the leader and the employee. This means it is everybody’s responsibility to achieve success (Northouse, 2010). Previously, leadership measures were stringent, in that the leader was responsible for every direction. Presently, employees yearn for responsibility and each of them may be considered a leader in their own manner (Kouzes and Posner, 2012). There are several desirable results that are realized if a leader lets employees be engaged in leadership. For instance, there is employee motivation and trust among colleagues. In addition, the leader can concentrate on other important projects and assign minor leadership duties to the employees . â€Å"Leadership is not an affair of the head, but rather an affair of the heart† means that leadership encompasses being in love. Leaders must treat their workforces as humans and equals. The challenges that exist in an organization should not result in unnecessary distress for the workforce. â€Å"†¦an affair of the heart† is best explained in terms of behaviour. The leader should be mindful of the emotions of the workers in an openhearted manner. Practically speaking, it is about treatment of employees as equals. When a leader takes a course of action, he/she must postulate the impact it may have on the workforce and take remedial measures (Fairholm, 2009). Through this, there is bound to be less tension in the organization and enthusiasm to work. In most cases, the workforce

Structure and Transition of Paragraphs and Sentence Construction Essay

Structure and Transition of Paragraphs and Sentence Construction - Essay Example Paragraphs could be made a little more cohesive and interwoven, at times your paragraph comprises of just a quote that can be avoided. Do try to add your own reflection/judgment on the quotes, which are great if aptly used. Your paragraph transitions are pretty ok but you need to put in your judgment for every episode so that your thesis will appear cohesive and well stretched out rather than expanded just for the heck of it. Probably you must have read/discussed some other works in class on similar lines do remember to draw comparisons as that will display a far greater understanding on your part. Your conclusion seems to be pretty much the same as you had started with, so probably your conclusion should contain a sort of wrap up of the thesis. You may stress the fact that men were absolutely vulnerable and did not learn from past mistakes. Bring out the weakness in their characters, you can show the strength of a woman’s character here, you may refer to Plutarch. Your senten ce structure is fine, you have basically used simple sentences which convey the meaning clearly you need to be a little careful with your vocabulary though for E.G. â€Å"ejected† is used more thrusting something out in this case â€Å"expelled† is more appropriate. You need to be a little careful with your grammar, I think more with the use of prepositions. While writing a thesis in Literature you actually need to include a lot of your own judgment rather than just incidents from the book. This will help you in expanding your answer to the desired level.

Marketing Consultancy, this is a group work not full paper work see Essay

Marketing Consultancy, this is a group work not full paper work see details bellow - Essay Example Basically, the rationale behind the need to build ties with the local schools, youth clubs, and sports clubs is to make it easier on the part of the Dunamaise Arts Centre to locate and encourage the parents of children between 5 to 15 years old to take advantage of the art work exhibits, educational shows, workshops, and classes that are purposely designed to enhance the artistic side of each child (Marconi, 2005, p32). 7. Offer courses or workshops related to arts and crafts such as puppetry, holiday card making, drawing, sketching, paintings, and textile design making; book arts; animal sculpture making using playdough; film making and animation; digital photography; music like singing songs and sounscapes; acting; storytelling; and dancing (Dibb, 1996, p6). This is a business terminology referring to the the process of classifying customer with common needs. This classification or aggregation is made to customers with similar needs in relation to the marketing action (Wong, 1993, p22). To make it easier for Dunamaise Arts Centre to identify its target market, it is important to divide its target customers into subgroups. By conducting market segmentation, Dunamaise will be able to learn more about its target customers’ demographic, psychographic, and geographic profile (Kotler, 2000, pp. 263 – 266). To locate the target market, it is necessary to contact the managers of Leighlinbridge Gaelic Foodball Club, Co Carlow Football Club, Castledermot GAA Club, Athy GFC, Castlemtchell GFC, Kildangan GAA, Redhills Airsoft, Cill Dara Rugby Club, and Naas Hockey Club among others. KOHL, S. (2000). Getting attention leading-edge lessons for publicity and marketing. Boston, Mass, Butterworth Heinemann. http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=34020. Mcdonald, M. (2008). Malcolm McDonald on marketing planning

International financial management Essay Example | Topics and Well Written Essays - 1000 words

International financial management - Essay Example Forward contracts can be traded on recognized markets, whilst futures contracts can not Ans-9) (a). Enter into a 90-day forward contract to sell US Dollars for Euros Ans-10) (e). Insufficient data given to enable the calculation to be made Section B Q1 a) The political risk refers to the scenario where the economic yield would be influenced and undergoes due to the uncertain changes in political environment that cause volatility in the state (MCKELLAR, Robert, 2012, pp. 36). Any uncertain circumstances directly impact the investment returns that could be ranging from switching the governments, change in regulation bodies, amendments in foreign policy or military state of affairs (OVERHOLT, William H., 1982, pp.74 ). It is a common consensus that political risk cannot be measured but it can be assessed. This particular statement is quite right as political risk cannot be measured, because there is no method or tool available from which one can assess the level and proportion of risk f ound under political uncertainty (BRINK, Charlotte H, 2004,pp. 152). Political uncertainty has a definite has a definite effect over the long and short term strategy of the companies as a whole and this particular component is quite essential for the companies as far as generating net income is concerned (HOWELL, Llewellyn D., 2002, pp. 84). Number of time, it has been assessed that political problem is like to initiate soon but there is no tool which could be used in the assessment of the same. If we talk about United States of America (USA), then it is found that the internal politics of the company is quite safe and the proportion of any sort of political risk is quite minimal, while the external threats are quite high like the War on Terror (WOT) and the terrorist attack like 9/11 (THEODORE HARVEY MORAN, Gerald Thomas West, 2005, pp. 142). Analysts, even the individuals assessed this particular problem in total, but this particular problem cannot be measured quantifiably because of unavailability of any sophisticated method and tool of the same (HARMS, Philipp, 2000, pp. 186). b) Political risk can also be referred as â€Å"geopolitical risk† a factor, because of the longer the time span of the investment. On account of the inadequate sample size or case study in order to confer the political risks of the individual countries is disreputably difficult to enumerate (HANS SIEGWART, Ivo G. Caytas, Julian I. Mahari, 1989, pp. 69). Hardly any of the political risk could be indemnified alongside by means of international institutions or other government agencies. As a result of political risks may directly have an effect on return on investment, and also restricted to eliminate the withdrawal of funds from investment capacity (O'LEARY, Michael Kent, 2004, pp. 37). Alternatively to this, there are many anti political risk strategies which are being considered to minimize the explicit threats and by implementing these strategies will cause greatly to meet t he expectation and demands of overseas projects, find management and different contracts (WAGNER, Daniel, 1999, pp. 102). There are number of forms of political risk that could affect over the productivity of a company

Building design from Australia to the required standards of Article

Building design from Australia to the required standards of architectural design - Article Example From this research it is clear that the fore ground shows tall towers and a pylon, probably a memorial pillar or a communication booster mast. The middle ground shows an impression of a sophisticated transport system, with roads and a roundabout with people walking on foot. Perhaps this is an appropriate explanation of the title of the architecture, â€Å"Walking Melbourne†. The background shows a densely occupied city centre, full of tall buildings. It shows a curvature with a panoramic sky view on the background, giving an impression of a long distance towards the background. From the foreground to the background, a viewer can easily notice that the buildings are tilted. The architecture of Bayden Goddard Design provides a collection of uncountable buildings from the front to the background. Incidentally, all buildings use one colour. This does not present an elegant image of a city. The designer did not make a proper mixture of colours for one of the side shows of the build ing. From the use of colours, the image of the building architecture does not show natural colours but with the application of additional artificial light. The colour mix is especially difficult for a colour-blind person to judge. The side show displays the use of a dominant colour being black or probably dark blue. This is an impression of darkness from the background, and it makes a reader think that some features are hidden. Bayden Goddard Design shows one of the designs with skyscrapers on the background. It creates an impression of the back of a modern building. The back is a traditional structure that does not match the sophisticated view of the former picture. The colour grey here displays an old and worn out construction whose colour has probably faded away. The colours are not consistent in the various designs. For example, comparing a single feature such as the sky, shows different results, some are too dark, almost becoming black, while others are extremely too light, alm ost white (McCartney 23). Second Critique: Perspective The perspectives of the building in some of the pictures are difficult to analyse, owing to their tilted nature. It is difficult to make an accurate estimation of the dimensions of the construction from the angles of viewing. A viewer can easily think that the building is under demolition or under new development. From the perspective, a viewer cannot approximate the distances, or even identify the side that is longer than the other. He or she can not estimate the height of the building with accurate precision. A good architectural design should be able to present dimensions in a simple way with easily recognizable dimensions for the viewer to identify from the view the length, the width and the height of the construction. The tilt also cheats the eye about the exact shape of the construction, whether it is a cuboidal shape or a pyramid construction. Third Critique: Proportion One of the shows of the building shows the building of two storeys, comparing very closely to the tallest towers in the city centre. The architecture makes a viewer overstate the height of the architectural construction. Secondly, the buildings appear to be in contact with the sky. The height disappears into the sky however short the building is in reality. Proportionality is a critical feature for analysing an architectural design. In one of the design pictures, it is not easy to ascertain

American Law Essay Example | Topics and Well Written Essays - 1500 words

American Law - Essay Example In his ruling Justice Marshall asserted that even as congress did not have the explicit power to authorize the incorporation of the national bank, the appropriate and essential clause offered a foundation for Congress to act. After establishing the legality of the exercise of this authority, the judge made a ruling that the federal government, even while being limited in its power had supremacy within the Union (McAlinn et al. 78-85). Following the Civil War, the judgments of the Supreme Court favored the states more by invoking the tenth amendment. The tenth amendment asserts that the federal government only has power which has been delegated to it by the states and the people. Since the 1930s, the court started invoking the supremacy clause more which gave the federal government wider powers than before. The court mandated that the federal government cannot be subjected to the legislation or policy of the states unless it wills to do so. The Supremacy clause puts it upon the states to make legislation while taking into account the policy of the federal government. ... Congress may also make policies that are geared towards coexistence of state and federal policy. Some of the Union policies may be preemptive for reasons of fostering uniformity of national policy. A good example is the Wagner Act of 1935 which guides all state law regarding labor unions and relations between employee and employer. A watershed case in the issue of the supremacy clause and the tenth amendment is the 1956 case of Pennsylvania versus Nelson. This case made provisions for assessment criteria in instances of the federal government preempting the states without an explicit stating of intent. The criteria asks questions on; whether federal law is so pervasive so as to lead to the presumption that Congress left the states with no leeway but to apply it as it; whether Union interest is so dominant that there is a presumption of an exclusion of enforcement of state law on an issue and lastly if the state laws present reasonable danger of conflicting with federal programs (McAl innet al. 200-212). Question 4 The case of the father promising to pay $5000 dollars to his son if he refrained from taking Marijuana is very similar to the Hamer v. Sidway case. The contention by the defendant is that there is no consideration to support the promise made by the plaintiff making the promise unenforceable. The defendant would assert that the plaintiff benefited from his non usage of Marijuana. The father would argue on the basis that with or without the promise, the son benefitted from his abstinence from Marijuana. The father would also argue that he received no consideration from the promise and thus there is no contract. Such an agreement however lacks a basis in law since it would make contracts of mutuality unenforceable (McAlinn et al 156-8).

How the neo-liberals ideas has influenced the world order Essay

How the neo-liberals ideas has influenced the world order - Essay Example Since the advent of the end of the Cold War, it is experienced that the ideas of the neo-liberalists has widely taken place. Hence, the contemporary states economy have imbibed the culture of free trade, free economy entry and exist of labour and the opening of their state economy to the international market for active competition. This scenario of the international order, with the aid of modern improvement in the world technological base, has resulted in the expansion and the consolidation of globalization. The stand of socialism has given way to capitalist society, where the rule of price is a cogent force that determines the market situation. Hence, governments through the policy of privatization and commercialization , deregulation of their states economies have given up several state corporations to the private individuals and private bodies; thus, bringing to the fore front the phasing out of the socialist and communist doctrines. The enshrinement of the neo lib al doctrines in the world order would not have gain its immense success if international organizations such as UN, World Bank, IMF, WTO , have not backed up and imbibe the culture and ideas of free trade and the globalization of the world economy. This write- up tends to discuss the ways in which Neo- liberalism has influenced the world order. IDEAS OF THE NEO- LIBRALS The neo-liberals based their ideas on the neo- classical economists’ doctrines, which is an extension of the classical economists’ ideology. The neoclassical economists contend that slow or negative growth results from poor resource allocation from non market prices and excessive Third World state intervention. Hence, the argument that promote competitive free market, privatization of public enterprises, supporting export and free international trade, liberalizing trade and exchange rates, allowing exchange rates to attain a market- clearing rate, removing barriers to foreign investment, rewarding domestic savings, reducing government spending and monetary expansion, and removing regulations and price distortions in financial, re source and commodity markets, would spur increased efficiency and economy growth was upheld. (Dibie, 2000:18) according to Albo (1996), "Neo-liberals have fostered the movement to freer trade and deregulation of labour markets, arguing that overcoming the constraint of limited markets is the means to increase growth, remedy trade imbalances, and lower unemployment. The state needs to be forced to comply with the 'laws' of the market". It is seen that the socialist and communist's ideas of government control of the means of production is greatly opposed in all its' ramifications by the neo liberalists, Hence a capitalist structure that support free trade and free movement of labour is supported. The neo-liberals ideas are summed up in what is widely known as 'globalization'. "Globalization can be briefly defined as the intensification of economic, political, social, and cultural relations across borders" (Holm & Sorensen, 1995:4). A key characteristic of the globalization is that the actors involved are not only states but non- state actors, particularly multinational or trans- national corporations. It is now the case that more than half of the top economies in the world are corporations not states, and international investment is increasingly private" (OHCHR, 2005). Many international trade theorists, such as Gottfried Haberler, Jacob Viner, Alex Cairncross and Peter Baur, have expanded and reinforced the classical and neoclassical views. These scholars share the neoclassical belief that trade can promote the growths that are favourable to the other sectors. (Dibie, 2000:15). To Haberler (1968), the emphasized international trade has several indirect and dynamic benefits, apart from static gains to the trading countries. One of the benefits is the introduction of new technologies in less developed countries.

Georg Philipp Telemann Sonata in F Minor Essay Example | Topics and Well Written Essays - 4750 words

Georg Philipp Telemann Sonata in F Minor - Essay Example His musical prowess, which he has painstakingly nurtured amidst the resistance of his family especially his mother, makes him the most prominent composer during his period, even greater than the currently renowned Bach (Georg Phillip Telemann 2007). Telemann has been born in a family which most of the members is involved in church activities but is not directly musical. Only his great-grandfather who served as Cantor at Halberstadt is known to have been directly involved in musical activities. He lost his father at an early age, leaving him at the sole care of his mother who opted that he build a career in fields other than music. Yet, his musical genius is discovered early in his life, with Telemann writing his first opera at the age of twelve. Fearing that he will pursue a career in music, his mother confiscates all his instruments and sends to a school in Zellerfield. However, the approval of the superintendent of the institution discovered and approved of his talent giving him the opportunity to learn to play various instruments including recorder, viola, organ, viola da gamba, flute, oboe, chalumeau, double bass, and bass trombone (Baroque Composers and Musicians n.d.) With his mother's insistence, he studies law at Leipzig where he is commissioned to write music for two of the city's main churches. At the same time, he also founds the Collegium Musicum which gives performance of his music. Because of his growing prominence, Telemann is given the main position as the musical director of five churches in Hamburg, a position which he holds for the rest of his life. He is also noted for his regularly publication of his works (Georg Philipp Telemann 2007). Historical Information A. The Baroque Period Telemann's Sonata in Fminor is composed during the Baroque period which is an era in the European classical music which flourished between 1600 and 1750. Baroque music becomes a major component of the classical music canon which is widely performed, studied, and listened to. The general musical style which best characterized Baroque music are "more elaborate musical ornamentation, as well as changes in musical notation and advances in the way instruments were played" (Baroque Music 2007). Others include "unity of emotion, ornamentation, and a contrasting rhythm with improvisation melodies usually had a continuous line moving, terrace dynamics and extensions (Baroque Music 2007)." B. Sonata Form During the Baroque period, sonata refers to a variety of works including works for solo instrument such as keyboard of violin or groups of instruments. Sonata is a composition for one or more instruments always with continuo (Sonata 2007). Sonata form is "a way of organizing the musical ideas in a movement on the basis of key." Generally, it follows the following outline or standard form: 1. Introduction. "The introduction section is optional, or may be reduced to a minimum. If it is extended, it is generally slower than the main section, and focuses on the dominant key. It may or may not contain material which is later stated in the exposition (Sonata Form 2007)." 2. Exposition. "The primary thematic material

Business to Nation Building Essay Example for Free

Business to Nation Building Essay There are three particular foundations sustaining any process that concerns nation building: government representing political leadership; civil society or the citizens of the country; and business or the economic sector. These three concepts must work together and as much as possible, work together harmoniously to drive the said nation-building process forward because they serve as the hands and feet of the nation. Business is the cornerstone of prosperity in society: companies create the resources that permit social development and welfare. Companies, through their commercial operations, actively contribute to progress in society. Obviously, the government alone cannot accomplish things especially its projects and programs on its own. Had it been capable, it would already have done it. Without the businesses around, the government wouldn’t work out the plans it opt to undertake because it needs funds coming from taxes and taxes comes from these establishments. The ability to produce an added value for firms – profit – is the basic prerequisite for business, but it is also a foundation for prosperity in society. Only profitable companies are sustainable in the long term and capable of creating goods, services, processes, return on capital, work opportunities and a tax base. This is what business does better than any other sector. Hence, companies’ basic commercial operations are the primary benefit they bring to society. Companies benefit society by: Supplying goods and services that customer cannot, or do not want to, produce themselves * Creating jobs for customers, suppliers, distributors and co-workers; these people make money to support themselves and their families, pay taxes and use their wages to buy goods and services * Continually developing new goods, services and processes * Investing in new technologies and in the skills of employees * Building up and spreading international standards, e. g. or environmenta l practices * Spreading â€Å"good practice† in different areas, such as the environment and workplace safety The role of business in the development of society can be described in many ways. In another point of view, they are sometimes referred to as the company’s corporate social responsibility. Corporate Social Responsibility is a less broad concept than civic involvement. Even though there is no set, internationally accepted definition, this is often described as a voluntary responsibility that transcends the demands of national legislation and includes the human rights and environmental and social issues. Another definition of CSR uses sustainable development as a starting point. In practice, CSR means that businesses meet the demands of national legislation and, where this is inadequate, look in addition to a collection of established, fundamental freedoms and rights that are globally recognized. CSR demands that businesses manage the economic, social and environmental impacts of their operations to maximize the benefits and minimize the downsides. Business is the ‘game-changer’ of today’s world. We are significantly dependent on them. Majority of our day-to-day activities are involved with an interaction with various kinds of businesses (whether you felt hungry and decided to buy food or you just went to a parlor to have a haircut). But what’s good to know is that they do not benefit from us alone whenever we pay their goods or services but they give mutual advantage for the welfare of the greater society by having their own share in nation-building, too.

Swiss Style Typography History

Swiss Style Typography History What is it a good graphic design? Good graphic design or typography is like a taste. Hallmark of the taste rests in sensitivity, from feelings. Every one has a different taste, but it is indispensable for everyone. Graphic design works on an equal basis. We are not born with the right taste as well as there are no born masters of graphic design. All of them have to be every of them self educated. Perfect graphic consist of many elements, as a result of harmony. This magazine traces the growth of the good graphic design. It depicts not only the growth, but also a designers who formed the style, the people and ideas that influenced them and the following generations who were attracted to Swiss graphic design. This progressive, radical movement Swiss style also known as an International style, was originated in Switzerland in the 1920s . This style became famous because of very talented Swiss graphic designers. It emerged from Russian s Constructivism, Germany s De Stijl and Dadaism. The International Typographic Style, or Swiss Style, refers to the graphic design movement that evolved in Switzerland during the 1950s. Emphasizing clarity of information, the International Style propagated an aesthetic of objective photography in place of illustration; asymmetrical arrangement of elements on a modular grid system; sans-serif typography such as Akzidenz Grotesk; and flush left, ragged right configuration of text. Admired for its simple, clean, factual, and highly structured approach to organizing and presenting information. The magazine is divided into three parts. Part One shows the origins of the Swiss style, general information about the style, political and social influences. The following part represents the central figures in this movement and the New typography.6 swiss style In the post war period, modern design began more significant with development of industrialized society. Switzerland bacame an appropriate site for growth of an International style, by means of the country s position in the centre of Europe and its political neutrality. However, Swiss style started to grow in after the First World War in Europe. Henry van de Velde (1863 1957) was a famous Belgian architect and designer. He was also one of the most successful and important practitioners of the Art Nouveau style. He was known as the first Art Nouveau artist to work in an abstract style and developed the concept of the union of form and function. His idea was to bring art to industry. Van de Velde was the main graphic designer who influenced young Swiss designers. He was one of the founders of the decorative arts school of Weimar. This school was later called the Bauhaus. In 1907 he designed the new building of The School of Arts and Crafts and became the first director of this school. Among the teachers there were Russian, Wassily Kandinsky, Swiss Paul Klee and Johannes Itten. Young Swiss graphic designers attracted the school and many of them studied at the Bauhaus. The influence from the Bauhaus was apparent in Max Bill (1908 1994) and Theo Ballmer (1902 1965) works. Max Bill, a painter belonging to the Concrete Art movement in Z rich applied mathematical systems for the organization of space to his graphic design work. Another style which had an effect for the growth of an International style was Constructivism. Constructivism art refers to the optimistic, non-representational relief construction, sculpture, kinetics and painting. The artists did not believe in abstract ideas, rather they tried to link art with concrete and tangible ideas. Constructivist art is committed to complete abstraction with a devotion to modernity, where themes are often geometric, experimental and rarely emotional. El Lissitzky (1890 1941) was the main represetatives of Russian Constructivism. He brought a New Typography and photomontage to Switzerland. Lissitzky attended to the fundamental transformation of perception of literature. From acoustic percept of the past became visible words. Optical character of the new typography was defined in his bo ok from 1923. His work greatly influenced the Swiss style. Not only Wassily Kandinsky and Paul Klle who were teachers at Bauhaus, but also L szl Moholo Nagy (1895 1946) had notable position there. He had similar visual conception as Lissitzky. He was oriented in interaction of photography and text. Moholo Nagy perceived photography like an objective representation which can rescue obscurdity of words. He brought typography to question, he defined a new revolutionary idea typofoto combination of typography and photographic images.It is an objective form of representation based at princip of communication. Both of these movements influenced a new directions of art and development of graphic design. A book of modern graphic design Gefesselter Blick (Captured Glance) was published in Stuttgard in 1930. It was Sponzored by the Swiss Werkbund s Advertising Designers Circle. Design from 1920s publications were displayed in the book.. The book was edited by architects Heinz Rasch and Bodo Rasch. They rounded up a work of twenty six artists of the avant garde. Most of them were Germans (Werner Graef), three Swiss (Otto Baumberger, Max Bill and Walter Cylian), two Dutch (Paul Schutema, Piet Zwart), Russian (El Lissitzky), and Czech (Karel Teige). Even though, the Swiss were influenced by many styles, their own style became unique.Gefesselter Blick displays the origins and growth of the Swiss style. 8 swiss style In the first part of the magazine we introduced the origins and problems of the Swiss style in Graphic design. In this part we will mention the main artists, designers and propagonists of this movement. Ernst Keller (1931 2006) the father of Swiss design, was a graphic designer, artist and teacher. From 1918 and for four decades onward Keller taught a professional course in graphic design at the Kunstgewerbeschule Z rich (The Zurich School of Design) rejecting the notion of style in favor of design solutions derived from content. Keller was the most important single influence on the development of Swiss graphic design. The economically drawn images and inventive lettering of his posters designed in the 1920s and early 1930s made an important contribution to Modernism. He mentored Armin Hofmann (fig. 1), Emil Ruder, and Joseph-Muller Brockman, all of whom were important figures in what became the International Typographic Style. Significance of the International Typographic Style has been unfairly reduced to the aesthetic preferences evident in the outcomes of work by designers identified with the movement. To recognize its substance one needs to study the specifics of its origin roo ted in the curriculum developed at the Basel School of Design. One of the important figures of origins of the Swiss style was also Theo Ballmer (1902 1965). He was a designer, photographer and teacher. Ballmer studied at Bauhaus and at Kunstgewerbeschule in Zurich. He is known for his political posters and exhibitions, using only simple images and lettering (fig. 4). Otto Baumberger (1889 1961) was one of the first Swiss who can be correctly described as a poster designer. He designed more than two hundred posters, which helped to modernize the style. In its variety, Baumberger s work embodies and exemplifies the history of Swiss poster art in the first half of the twentieth century, as the painterly artist poster gradually evolved toward graphically oriented corporate design. Max Bill was another Swiss graphic artist, industrial designer, architect, sculptor, and painter, primarily important for his sophisticated, disciplined advertising designs. He studied at the Bauhaus until late 1920 s when he moved to Zurich where he became a teacher and prime member of the Allianz group of graphic designers. Max Bill belonging to the Concrete Art movement in Z rich applied mathematical systems for the organization of space to his graphic design work. Herbert Matter was a pioneer in the use of photomontage. His talented use of type earned him great international acclamation (fig.5). After working for the Swiss National Tourist Office and Swiss resorts he moved to the United States in 1936 and started teaching Photography at Yale University in 1952.12 swiss style was a leading German graphic designer who also exerted a strong influence on the Swiss school. Johannes Tzschichhold (Jan Tschichold) was born as a son of a Leipzig lettering artist and sign printer Franz Tzschichhold and his wife Maria Zapff, in April 1902. His father s profession gave him an early introduction to the many forms of written scripts. Young Tschichold often helped his father and also attended a printing museum in the Buchgewerbehaus (Book Industry Building) which were in the town. Consequently he had knowledges of typography from early age. Despite of his parents ideas, to have their son a professional art teacher, he decided to be educated as a lettering artist. While he studied (from 1919 to 1921) with Walter Tiemann, director of the Staatliche Akademie fur graphische Kunste und Buchgewerbe (Academy for Graphic Arts and Book production), he also attended courses in printmaking and bookbinding. Tschichold supported his education of the books of Edward Johnston (Calligraphy, Ornamental Script and Applied Script) and Rudolf von Larisch (Study in Ornamental Writin g) and created a number of calligraphic writings. Before leaving for Bauhas from 1921 to 1923 he worked in Leipzig as an assistant in teaching courses of calligraphy at the Academy. In 1923 he became a freelance designer in Leipzig. In the same year he visited Bauhaus exhibition and influenced by the modern artists and designers Wassily Kandinsky (1866 1944) and L szl Moholo Nagy, he started to propagate a new visual thinking. It was an inversion in his actual life. Soon, he was also introduced to the work of the Dutch graphic designer Piet Zwart 13 swiss style Exhibition poster, 1937 While getting acquainted with work we can fall into deluge of varied geometrics and simple effects. This poster looks like an absolutely pure example of New Typography. The design is simple and arithmetical. Tschichold, J. (1927) Napoleon [Poster]15 swiss style (1885 1977), and the Russian constructivists El Lisstzky. He worked with an assymetric composition, geometric shapes, the use of photography instead of illustrations and sans serif typefaces (fig. 11). In the light of my knowledge, it was a juvenile opinion to consider the sans serif as the most suitable or even the most contemporary typeface. Jan Tschichold (Jong, Purvis, Le Coultre, Doubleday and Reichardt, 2008 : 19) Tschichold was so impressed by Soviet constructivism and Russian Revolution, that he changed his name to Iwan (or Ivan) Tschichold in 1923. Tschichold became an important figure in the new movement known as the New Typography. A first spectacular publication of these views, Elementare typographie (Elementary Typography) , appeared in a special October 1925 issue of the German magazine Typographische Mitteilungen (Typographic News). This was a kind of typographic manifest and caused an uproar in the world of design. In the book Tschichold described the new ideas on typographic design. Artists and designers had various opinion at the publication. Lissitzky was delighted at the beautiful brochure. The book was received well at the Bauhaus, but the German constructivis reacted critically. Nevertheless, the book had an impact on the future design. The second book The purpose of the New Typography is functionality. The purpose of any typography is communication (the means of which are visualized).This communication has to appear in the shortest, simplest and most compelling form. For typography to serve social purposes, the inner form of the material employed must arrange the content whereas the outer form must establish a relantionship between the different typographic means. Inner organization means using as few basic constituents as possible; typefaces, numbers, signs, l ines from the type cases, and the typessetter. In the modern world focused on optics, the precise picture, i.e. photography, must be considered as a basic constituent of the New Typography. (Jong, Purvis, Le Coultre, Doubleday and Reichardt, 2008 : 39)16 swiss style was the most important, Die neue Typographie (The New Typography) was published in 1928. This book explained the function and communication of the New Typography. The book was used as a handbook for printers and publishers and even at the Bauhaus. In a small A5 format he described a modern typography in a short essay. Tschichold inspired by the functional determination of Bauhaus, formulated the basics of the modern visual communication in which aesthetics of modern abstract art were combined together with requirements for legibility, simplicity and subject information. His manifest the New Typography reflected the dynamism of life time, preferences of precision and clarity of sensatial visual. He preferred objective resources as the sans serif and geometric typeface (Grotesk), assymetric composition and whitespace. His book was widely read and highly influential as a major step in modern ideals. The book became the bible of every young typesetter. From 1927 until 1933 Tschichold constituted the New Typography in Germany, Austria, Czechoslovakia, Switzerland and France. Because of the influence of the Nazis in 1933 Tschichold submitted his registration to the Munich Meiterschule, to assume a teaching position at the new Hohere Graphische Fachschule der Stadt Berlin (Berlin Higher Vocanional School for Graphic Arts). Although Tschichold had a post in Berlin, he changed his mind and decided that he would rather stay in Munich. After the Nazi victory in March 1933, Tschichold and his wife Edith were arrested and they were denounced as a Kulturbolshewist (cultural Bolshevists). Shortly after their arrest, they were released. Tschichold with Edith and their four year son immediately left Munich and on July 28, 1933 went to Basel in Switzerland. Their friend Hermann Kienzle, the director of the Allgemeine Gererbeschule (School of Arts and Crafts) in Basel, Poster for The Professional Photographer exhibition in Basel, 1938. A clear logic organization of the elements. The poster has geometrical structure, strict horizontal and vertical alignments. He used Akzidenz typeface (consended) and only lowercase. recommended Tschichold for a teaching post at the School of Arts and Crafts. Between 1933 and 1946, Tschichold produced numerous journal articles, in part due to financial pressure.Two years after he had moved to Switzerland, he published the most important book Typographische Gestaltung (Typographic Design). At this time he began to work with more traditional typefaces and layout arrangements. This book was not only about the New Typography but also about use of photography as a design component. According to Eskilson (2007:302) In this new book, Tschichold reiterated his support for the New Typography but also suggested that the assymetric, flush left layout was not only suitable design formula. Jan Tschichold was not only a typographer and a book designer. He was also poster designer. Before he left for Switzerland he had been makink posters for publishing houses or some film posters. But his first large commission was the poster for Phoebus Palast cinema in 1927. It was the largest cinema in Germany. He created for them posters, newspapers, advertisements and programs, we would called this as a corporate identity today. The other commisions were for the Volksverband fur Filmkunst (People s Association for Film Art), or The exhibition Das Internationale Plakat. A poster is a relatively independent area of graphic design, which is the most similar to creative art by using means of expression. The large format increases the effectiveness of communication of the poster. Tschichold tried to complete the primary concept by using of the principles of the New Typography, minimalism and whitespace. His posters are organized into vertical and horizontal fields. He often worked with geometrical structure, each element is in plan type, spacing, colour, and even the meaning. In the organization of the elements, meanings are connected. Tschichold s poster designs rank among the finest in the history of graphic design. His background in typography permitted him to achieve preeminence with minimal means while consistently maintaining elegance and a maximum of expression. In the post war period, Tschichold worked for Penguin Books in London (fig. 14, 15, 16). This London s publishing looked for the best typographer and offered designers from Europe. Penguin, The New Typography, in its concern to satisfy the needs of our own period and to make sure that every single piece of printing is in harmony with the present Jan Tschichold (Jong, Purvis, Le Coultre, Doubleday and Reichardt, 2008 : 133) founded in 1935, was the first commercially successful paperback book company in Britain. (Eskilson, 2007 : 314) Penguin Books publisher Allen Lane and the famous English book printer Oliver Simon were suprised by Jan Tschichold s work. Tschichold established a fixed set of typographic standards, the Penguin compositions rules. He installed strict typesetting rules and raised them to the formal level of the printing and publishing. These rules directed attention to next composition, indenting, punctuation marks, spelling, capitals, small capitals, italics, folios, figures, references, footnotes, make up, and the printing plays and poetry. (Jong, Purvis, Le Coultre, Doubleday and Reichardt, 2008 : 269 270) In the few years spent working in London, Tschichold gained much respect and was named an honorary member of the London Double Crown Club, a selective group of English typographers and printers.In 1949 Tschichold felt that his work in Penguin was completed, it was the reason why he returned back to Switzeland. Between 1950 and 1954 he was an independent typographer in Basel. In 1955 Tschichold took a position as typographer at the Hoffmann-La Roche company in Basel. Jan Tschichold died on August 11, 1974, in Locarno, Switzerland. Josef M ller-Brockmann was a Swiss graphic designer. One of the leading graphic and typographic designer since the 1950s. Josef Muller was born on 9 May, 1914, in Rapperswill, Switzerland. His father Christian M ller had a successful career. His company CH. M ller Baugeschaft (building firm), employed dozens of men from Rapperswill and workers from abroad. Unfortunately, Christiann died two yers after his son was born, on 24 August, 1916. Mother of Josef was Ida M ller Shmucki a strong, independent woman. After her husband s death she became a widow at the age of thirty two. She stayed alone with eight children. Josef s talent emerged at the age of fourteen when attending high school. His teacher recognized his natural 25 swiss style  aptitude for drawing. Because of his mother s financial situation, Josef could not study at college. His older brother Paul (firstborn) was sent to university, although he was not as talented as his younger brother. Then Josef continued developing his illustration skills himself. Later an enthusiastic teacher at the Rapperswil Middle School recommended that Muller apply for an apprenticeship as a photographic retoucher. (Purcell, 2006 : 16) Muller spent only one month in a local printer s office than he left. He felt a need to continue with his artistic desires. The period between the world wars strongly influenced M ller s development of art Tschichold s The New Typography and also the work of El Lissitzky or Otto Baumberger. M ller even advocated the opinion that Baumberger was the ingenious, unsurpassed master of large, often monumental, picture language with the minimum of illustrative and chromatic means he was the first and unsurpassed master of the objective informative poster. (Purcell, 2006 : 21) In 1931 M ller became an apprentice to the designer and advertising consultant of Alex Walter Diggelmann at Studio Diggelmann s Zurich offices. Although Josef M ller had the financial problem, in 1932 he was registered as a student at the University of Zurich and at the citys Kunstegewerbeschule. Josef went to the Keller s graphic class to ask him for entrance to the class. Nevertheless, Ernst Keller had a full class and threw him out. M ller was relentless and went to the school every day, and finally Keller allowed him to the course. The young student was delighted at the studies. He was interested in studies of painting, sculpture and design, anatomy, experiments in perpective, and studies of typography. In spite of that he was still unsure about his future direction. At the age of twenty M ller deemed advisable to establish himself, he would need to find a future work. At this time he replied to an offer to work as a designer for Mauser Seeds Ltd. to create a series of shop windows decorations. Josef M ller was convinced that his teachers Ernst Keller and Alfred Willimann strongly influenced him. In the era of World War II Josef M ller continued to work on the projects in Zurich, although he was a member of army. Because of the Switzerland position and its neutrality he was relatively calm. However, influenced by the anxienty about Naciz, influenced by the Swiss population isolated from the rest of the world he began to investigate his work in depth and sought of merits of the case. During this period M ller met the violinist Verena Brock mann, his future wife. Together with her father, Professor Dr. Heinrich Brockmann Jerosch and architect Johann Albert Freytag, he found a system of form and function. The products of graphic design are compromise between form and function, consequently analogous to architecture. The form would follows the function. So graphic design did not have only function to inform but also an education mission to cultivate an everyday life of person. During this period Josef married with Verena, he changed his name to M ller Brockmann. On 8 May 1945, M ller Brockmann, along with the rest of Europe, celebrated the end of war. (Purcell, 2006 : 51) Swiss designers reputedly confused graphic design and advertisement. Despite of the visual communication is closely associated with advertisement. Graphic design and advertisement are components of general questions for common visual communication. In the post war period M ller Brockmann focused on visual identity. For the first time he used advertisement for propagation of Hermes typewriter. Josef M ller Brockmann worked for Hermes for six years. The work for Hermes was influenced by surreal aesthetics as most of his work from this period for example Die Kleine Freiheit (small Munich theatre). As a young person I had no clear perception of my future I only knew that my professional career depended on my energy, self criticism, discipline, and permanent desire to learn. Josef Muller Brockmann (Purcell, 2006 : 11) Afterwards he switched the direction of his work and began to think about constructivism and international language. Nevertheless, instead of abstraction M ller Brockmann used to work with simplicity, geometric forms and to create a harmony of space similar to music. This harmony between art and music he firstly used in commission for the poster for concert of Johann Sebastian Bach in 1950. The same principle was consequently used for Zurich Tonhalle posters. (fig. 23, 25). This transitional style abstract shape or drawn illustration still evoked his influences than the international Swiss style. M ller Brockmann continued with work for Zurich Concert Hall for more than twenty five years. He has modernized his style in 1953 for exhibition poster titled Das Plakat (fig. 24). The commission consists of six posters, each one was a single letter of the exhibition title P , L , A , K , A , T . Each letter was given to different designers such as Hans Falk, Adolf Fl ckiger, and Celestino Piatti. M ller Brockmann made T , he underlined his illustration by using light. The title of the exhibition is in Akzidenz Grotesk typeface, placed in the highlited T. He used capital letters for both words of Das Plakat. Information about the opening times and dates are vertically down the main stroke. M ller Brockmann did not use only illustrations but he exposed these two images (illustrations) in the darkroom, photo its and retouched the protography. In 1952 he designed public signage for the Swiss Automobile Club Accidens Gauge. This Accident Gauge was installed on the Paradeplatz in Zurich, where it warned of the hazards of driving by presenting a numerical summary that highlighted each week s total automobile related accidents and deaths. It was designed and constructed in an abstract three dimensional designs influenced by Russian Constructivistics in the 1920s. (Eskilson S. J. , 2007 : 303) M ller Brockmann made also an excelent use of Akzidenz Grotesk. This typeface is actually appropriate for this kind of advertisement the numerical statistics without emotions. Josef M ller Brockmann also collaborated with Automobile club of Switzerland for a poster design that would refer to padestrians, cyclists and drivers in one traffic (fig. 18, 21). These posters have wonderful use of perspective, the yellow road urge the situation figured at the poster it made it effective. Brockmann worked with E. A. Heiniger on most of the Automob ile Club of Switzerland posters. M ller Brockmann continued to create unconventional designs for them for several years. M ller Brockmann s geniuses grew in and through the years he became a modernist. For the Zurich Concert Hall posters he used all lowercase for the text and geometric abstract forms instead of the illustrations. Beethoven poster (fig.26) for the Zurich Tonhalle represents the epitome of the Swiss style: curves and asymmetry. By the 1950s, he was established as the leading practitioner and theorist of the Swiss Style, which sought a universal graphic expression through a grid-based design purged of extraneous illustration and subjective feeling. His Musica viva (fig. 20, 27) poster series for the Zurich Tonhalle drew on the language of Constructivism to create a visual correlative to the structural harmonies of the music. In 1960 M ller Brockmann designed a typographic poster for exhibition at the Zurich Kunstgewerbemuseum, der Film (fig. 28). It is perharps one of his most celebrated designs. The poster type and space communicate in an inventive and original manner. The grid system is used by typographer, graphic designer, photographer and exhibition designer for solving visual problems in two and three dimensions. (Brockmann, 2001 : 13)34 swiss style One important part of the Swiss Style is its remarkable use of photography. Following the modernist ideas in which photography was a much better tool to portray reality than drawings and illustrations, the Neue grafik magazine, a very important Swiss graphic design publication at the time, dedicated a big part of its content to photography and its application in design. tem. The grid system allowed him to organize his subject matter to create more effective design, not to be overwhelmed by the seeming chaos and complexity of design decisions. The predecessor of this system was Piet Mondrian, the grid is often recognized in his paintings. His compositions are composed of horizontal and vertical lines and rectangular planes. According to M ller Brockmann the grid system is about structure and mathematical thinking. This is the expression of a professional ethos: the designer s work should have the clearly intelligible, objective, functional and aesthetics quality of mathematical thinking. (Brockmann, 2001 : 10) M ller Brockmann was a professor of graphic design at the Kunstgewerbeschule, Zurich from 1957 to 1960. Later he was a design consultant to IBM Europe from 1967 1988. He published various books about his work and won a lot of awards. He is the author of The Graphic Artist and his Design Problems (1961), History of Visual Communication (1981) or A History of the Poster. He also founded the Muller-Brockmann Co advertising agency in 1967, lasting until 1984. The new typography The New Typography came about as a reaction to the communication credos of Modernism which called for designs to be timeless minimal and geometric. The first principles of the New Typography appeared in Merz magazine in 1923. El Lissitzky promoted there more dynamic typography. In his work El Lissitzky pioneered a new approach to typographic art which had a huge impact upon graphic design. Lasl Moholo Nagy supported in addition typophoto, phototext too. At the same time as typophoto, Moholo Nagy introduced the idea of the photograph not only as illustration but, alternatively, as phototext , replacing words, as an unambiguous form of representation, which in its objectivity (Sachlichkeit) leaves no room for personal accidental interpretation. (Hollis, 2006 : 40) In both Lissitzky and Laszlo Moholy-Nagy we see emphasis placed upon the element of expression the expression of content through form. In contrast, Jan Tschichold was more concerned with order and organization. He used sans serif type, asymmetric compositions, the benefits of white space and the limiting of typefaces. Tschichold in his book, earlier mentioned, Die neue Typographie (The New Typography) formulated the basics of these rules and modern visual communication, influenced by functional trend of Bauhaus. Many of these principles of the New Typography are explained in this book. He introduced a theoretical look at typography devoid of concerns for printing practicality. These principles were also presented at the exhibitions in Switzerland, where it came to subconsciousness of audience. It was Tschichold who acted as a guide to a typographic practise which followed the demand for a new unity of art and technology. (Hollis, 2006 : 38) Tschichold advertised in his book a new sans-serif typeface as Akzidenz Grotesk (now known as Helvetica). Tschichold reiterates that clarity is the highest goal and Akzidenz Grot esk has this clarity. This typeface became the 39 swiss style most common for the New Typography and later for Swiss graphic design and the International Style. In fact, when Jan Tschichold wrote Die neue Typographie, he ignored any use of non sans-serif typefaces. With this philosophy, graphic designers were aiming the clarity, simplicity and universality. The Swiss Style advocates that the typeface does not have to be expressive in itself, it must be an unobtrusive instrument of expression. Helvetica was created in 1953 by Miedinger with Eduard Hoffmann at the Haas sche Schriftgiesserei (Haas type foundry) of M nchenstein, Switzerland. Haas designed a new sans-serif typeface that could compete with Akzidenz Grotesk in the Swiss market. Originally called Neue Haas Grotesk, the typefaces name was changed by Haas German parent company Stempel in 1960 to Helvetica derived from Confederatio Helvetica, the Latin name for Switzerland in order to make it more marketable internationally. Helvetica became the most widely used sans-serif typefaces ever. Akzidenz Grotesk was performed by Max Bill and Josef M ller Brockmann throughout their careers. Designer Paul Renner, while designing his typeface Futura, relied heavily on precise drafting tools such as the compass, T-square and the triangle. This allowed Renner to escape the traditional methods of type design in favor of the rigidity of mechanical constructions. Geometrical Futura was the next popular choice for graphic designers. The Swiss typographer Adrian Frutiger was one of the most prominent typeface designers ever mainly because of his famous typeface Univers. He studied calligraphy at the Z rich Kunstgewerbeschule. His interest in sculpture helped construct his style as