The Minoan Civilization - 2030 Words

History Of Architecture Building: Palace Of Minos. Dates: 1700-1400 BC. Time period : Bronze Age. Location: Knossos,Crete. Civilization :The Minoans. In the heart of the Mediterranean Sea, South of Greece, lays the island of Crete refuge of the lost civilization of the minions.The island is first refereed as Kaptara at the Syrian city of Mani dating from 18 000 BC; Also known as Keftiu† from the fresco of the Tomb of Rekhmire in the valley of the kings in Egypt. The islands length is 260 km from East to West and its width is approximately 60 km from at the center where the island is the widest and as little as 12 km on its narrowest point; Crete is the biggest Greek islands and considered to be one of the biggest in the†¦show more content†¦They had water supply and designed a drainage system based on very ingenuous principles to fit their palace. It is not surprising that buildings as large and complicated as the 22.000 square meters palace at Knossos witch had over 1500 rooms led the skillful craftsman and artisan Daedalus to elaborate the myth of labyrinth. All the great palaces had one feature in common with the smaller ones, that they were perhaps the summer residences of the kings, the wonderful fresco painting decorating the walls with fresh, lively scenes in an array of colors, or the dazzling white and veined blocks of gypsum that were used to cover the walls and floors. The social system was probably feudal and theocratic, and the king of each palace center was also the supreme religious leader. There may have been a hierarchy of these priestkings, headed by the deity ruler of Knossos. Clement Pentier History Of Architecture The famous PAX MINOICA - prevailed throughout the island, which facilitated the great cultural development, the charming, refined way of life of the Minoans. A variety of pottery styles developed: the marine style, with its lively motifs derived from the world of the deep sea (octopuses, tritons, star fishes, sea-snails, rocks,Show MoreRelatedThe Minoans Civilization1325 Words   |  5 PagesThe Minoans were a civilization who flourished from 3000 BCE until 1100 BCE on the island of Crete, were greatly influenced by the Phoenicians, Egyptians, Syrians and the Anatolians (Britannica Encyclopedia). This civilization made major contributions to Western European development in the areas of language, architecture and art. It was the famous archaeologist Sir Arthur Evans who made the astounding discoveries at Knossos in the early 1900’s that introduced to the world the fascinating and wonderfulRead MoreThe Minoan Civilization : An Aegean Bronze Age Civiliza tion2164 Words   |  9 PagesThe Minoan civilization was an Aegean Bronze Age civilization that was rich with culture, art and architecture. They were so intellectually advanced for their time period, that they have made a significant contribution to the development of the Western European civilization. The Mycenaean civilization flourished in the late Bronze Age. Unlike the Minoans, the Mycenaeans were militaristic and more calculating people. They had very specific reasons behind their actions. Both civilizations had differencesRead MoreThe Minoan Civilization On The Mediterranean Island Of Crete Essay1141 Words   |  5 PagesThe Minoan Civilization began on the Mediterranean island of Crete. It was first excavated by Sir Arthur Evans. The possible civilization sparked his interest when a charm that the Minoans use to wear was found, and it was brought to his attention. He started at Knossos, where the possible civilization became a reality. He uncovered multiple palaces, whic h have all been named since then. They are named: Knossos, Phaistos, Malia, and Zakros. Each one shows signs of religion, trade, and politics. TheyRead MoreA Reflection On The Lost Palace Of Sparta1186 Words   |  5 PagesClassical Studies, I happened to found an interesting article on The Lost Palace of Sparta Possibly Uncovered in Live Science. My main reason for choosing this news story was because I have always been interested in Late Bronze Age Mycenaean Civilization, since Mycenaean culture appears to be connected with Homer s Iliad s Trojan War. Secondly, I took a course on Classical Archaeology as an undergraduate student in Classics. Therefore, I studied the nineteenth century archaeologist HeinrichRead MoreEssay on Ancient Crete1632 Words   |  7 Pagesalready adapted some stages of productivity such as possessing domestic animals (?Minoan,? Dilos).? Modern archeological findings date handmade ceramic pottery, which was frequently decorated with incised geometric motifs and made to imitate vessels made of straw, wood, or hide, to this early time period (Koutsoupakis).? Minoan Civilization ?Around 3000 BCE, Crete became the home of the early Minoan civilization, a Bronze Age culture, named after the legendary ruler Minos.? It is uncertain whetherRead MoreSimilarities And Differences Between Minos And Mycenaean On The Sea By Trade Essay920 Words   |  4 Pagesimpresses and honor to this masterpiece. The Minoan built an unusual and distinctive type of column. It referred to as an â€Å"inverted column because unlike the later Greek column, it tapers downward, the diameter being smaller at the bottom than at the top. And the columns were made of wood rather than stone and were painted bright red. Minoan civilization that developed on the island of Crete around 3000 B.C.E. â€Å"According to later Greek myth, the Minoan civilization was created by an off scoring god ZeusRead MoreMinoan Demise1145 Words   |  5 PagesThe Decline of the Minoan Civilization Makeeba Charstaon Strayer University Professor Anne Keyes Hum111 11/3/2015 The Decline of the Minoan Civilization Minoan Crete was a major civilization in its time, but several theories have been advanced to explain its demise, including speculations associating it with mythical Atlantis. What were the causes of the Minoan Civilization’s decline? State the mystery and provide a brief summary of 2 reasonable scholarly theories. Identify one of the theoriesRead MoreThe Aegean Bronze Age Essay1516 Words   |  7 PagesAmong these practices, the display of idols became substantial in epitomizing social realities. The Minoan civilization, being one of the most momentous urbanization formed during this period, established the use of icons to exemplify their cultural and societal views. Emblems in the form of deities, monstrous creatures, hybrids and composites were prominent, alluding to the ways in which the Minoan populace endured the changing scope of their society. Yet despite these emblems’ production, the notionRead MoreThe Snake Goddess1440 Words   |  6 Pagesfemale deity†™s and faà ¯ence figurines in Minoan culture (Patron). The actual representation of the Snake Goddess is unknown; however, a majority of perceptions would all agree that the Snake Goddess is an important female deity in Minoan civilization. By analyzing the importance of symbolism, the role of women in Minoan civilization and The Snake Goddesses role in Minoan culture, it will become evident that The Snake Goddess plays a significant role in Minoan art, religion and society (Witcombe). DiscoveredRead MoreThe Minoans and Mycenaeans Essay842 Words   |  4 PagesThe Minoans and Mycenaeans were both from the Greek era. They differentiated quite a bit between each other. While the Minoans were peaceful people, the Mycenaeans were brutal and warlike. These two civilizations help the people of today learn about ancient culture. Although the two places were varied much from one another, the cultures wrote the most understandable historical evidence about themselves. This paper will tell how these close regions compared and contrasted. The Mycenaeans existed

Oriental legend Essay Example For Students

Oriental legend Essay An inspector calls was written by J.B Priestly in the 1940s. Priestly was born in Bradford, Yorkshire on the 18th of September 1894. He began to write for a newspaper in 1910. The play An Inspector Calls to Priestly a mere one week to write.  The play was set in 1912 where the society was very much run by the class system.  The play very much establishes the way society ran according to your class. Priestly tries to show this by using lifelike factors of the past in the play. The play is about the Birling family, a tight knit family of four whose eldest daughter is soon to be married. Arthur Birling, the head of the family is a top factory owner and manager. The Birling family live in a very upper class society. They live very comfortably in a large Edwardian suburban house, in Brumley. They have a housemaid called Edna which is another sign that they are well off. The role of the inspector is the main focus point for the play because the character is so unusual. The inspector puts forward the sense of social responsibility when he says we are all members of one body: we are responsible for each other he uses the word we, meaning the whole society and trying to involve the audience a lot more. The role of the inspector uses collective language such as we or well to try and involve both the surrounding roles and the audience to the conversation. This differs from Mr. Birling because Mr. Birling says earlier on in the play, but what so many of you dont seem to understand now, when things are so much easier, is that a man has to make his own way has to look after himself and his family too, of course, when he has one and so long as he does that he wont come to much harm. He also says that that a man has to mind his own business and look after himself and his own and. This shows the difference between the inspector and Mr. Birling in the way that Mr. Birling uses word that mean only a small group of people such as family and the Inspector talks really collectively saying that everyone is responsible for everyone. Also Mr. Birling only says that you need to care for your loved ones and nobody else and therefore the contrast between roles is very interesting and certainly very much defined. The role of the inspector seems a bit strange and is the main focus point of the play. His name is Inspector Goole a pun for Ghoul, which is someone who has a morbid interest in death. It also has many other meaning such as a grave robber, an evil demon, originally of Oriental legend, supposed to feed on human beings, and especially to rob graves, prey on corpses, etc or a person who revels in what is revolting. This is ironic because the reason why he is there is because of the death of a young girl, name Eva smith. The Inspectors physical description is the Inspector need not be a big man, but he creates an impression of massiveness, solidity and purposefulness. This shows that even though the Inspector gives off a feeling of suffocation, he is also very overpowering and intimidating. He is dressed in a plain suit of the period this shows that he is not in the upper class society but is not well off. This keeps you guessing because he has come to inspect the Birling family because of a young girls death. Also the Birlings all five are dressed in evening dress of the period, men in tails and white ties, not dinner jackets. .u3d27ddaee8b8bc0b2e468c9104fe86f8 , .u3d27ddaee8b8bc0b2e468c9104fe86f8 .postImageUrl , .u3d27ddaee8b8bc0b2e468c9104fe86f8 .centered-text-area { min-height: 80px; position: relative; } .u3d27ddaee8b8bc0b2e468c9104fe86f8 , .u3d27ddaee8b8bc0b2e468c9104fe86f8:hover , .u3d27ddaee8b8bc0b2e468c9104fe86f8:visited , .u3d27ddaee8b8bc0b2e468c9104fe86f8:active { border:0!important; } .u3d27ddaee8b8bc0b2e468c9104fe86f8 .clearfix:after { content: ""; display: table; clear: both; } .u3d27ddaee8b8bc0b2e468c9104fe86f8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3d27ddaee8b8bc0b2e468c9104fe86f8:active , .u3d27ddaee8b8bc0b2e468c9104fe86f8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3d27ddaee8b8bc0b2e468c9104fe86f8 .centered-text-area { width: 100%; position: relative ; } .u3d27ddaee8b8bc0b2e468c9104fe86f8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3d27ddaee8b8bc0b2e468c9104fe86f8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3d27ddaee8b8bc0b2e468c9104fe86f8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3d27ddaee8b8bc0b2e468c9104fe86f8:hover .ctaButton { background-color: #34495E!important; } .u3d27ddaee8b8bc0b2e468c9104fe86f8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3d27ddaee8b8bc0b2e468c9104fe86f8 .u3d27ddaee8b8bc0b2e468c9104fe86f8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3d27ddaee8b8bc0b2e468c9104fe86f8:after { content: ""; display: block; clear: both; } READ: Nirupama Nityanandan: a snake in her hair EssayThis clearly defines the separation of the Inspector and the Birling family. The way the Inspector dresses indicated he is in touch with reality, and the Birlings elaborate dress suggests that they are out of touch with reality; being too wrapped up in their own lives. There isnt much information about the Inspector, which creates an eerie atmosphere about him. The audience would tend to trust the Inspector because there is nothing special or nothing to suggest that the Inspector is not a real Inspector. Priestly has created this character in a very clever way and in some opinions; the Inspector could be the Birling familys co nscience, reminding them that everybody in life should be treated as an equal and with respect, not taking into consideration their class. The Inspector cannot be a ghost because Sheila says How he looked, and what he made me feel. Fire, blood, anguish. This shows that the Inspector has made impact in Sheila, and maybe shows that Sheila is beginning to recognise her actions towards others as bad, and that she shouldnt treat others with so much disrespect. I am going to examine the Inspector as both a catalyst and as a dramatic device,

Architeuthis essays

Architeuthis essays The documentary of Architeuthis was about trying to learn more about these giant squid and also the journey to find one in its natural habitat. No person has ever documented the living existence of the creature. A few people have found washed up corpses of Architeuthis on shorelines. Never has one been found completely intact. The scientists tried to find out breeding habits, the lifespan of the squid, where they live, and so on. They are the archrival of the sperm whale. Many sperm whales have been found with giant gashes in their sides, more then likely from hunting Architeuthis. The program was very interesting, considering I was thinking about becoming a marine biologist. I learned what Architeuthis eats, also that it hunts sperm whale as well as the other way around. No one knows where these squid live and have never encountered a living specimen. So far the largest squid to wash up on shore has been measured sixty feet long, including tentacles. They also may produce millions of young, but the number is not set in stone, only hypothesized according to the size of the creature. Also the eyes of the squid are the largest found in the animal kingdom. The size of the eye is about the same as a human head. The reason for them having huge eyes is because they live in the ocean deep, where little sunlight makes it. Therefore large eyes would held drastically to help find food. The mouth of the squid contains a giant beak. The beak serves as teeth for the squid. The squid must eat constantly to keep up with its rapid growth. The arms of the squid ar e comparably as long as an anaconda. Located on the arms are hundreds of suckers along with teeth around the suckers. Finally the longest part of Architeuthis, are its tentacles. They serve as arms to pull in prey to the arms, which squeeze the prey so; the squid can tear up its prey with the beak. This article gave me a new respect for ocean life. Architeuthis has to...

Origins of the Scientific Method Essay Example

Origins of the Scientific Method Essay Example Origins of the Scientific Method Essay Origins of the Scientific Method Essay It is only through the scientific method that the knowledge in the field of sciences can be verified.   Scientists must recognize that their assumptions and experience can be good sources for ideas, these ideas may be flawed. This is why scientists have to undergo the processes using scientific methods to validate both descriptions and explanations of phenomena in their discipline. Central to all scientific methods is the requirement that all propositions, or hypotheses, be subjected to empirical testing, and that this research be carried out in such a way that it can be observed, evaluated, and replicated by others. The four goals of scientific research are to: â€Å"(1) describe a phenomenon, (2) predict the occurrence of the phenomenon, (3) determine the origin or the causal event underlying this occurrence, and (4) explain the process creating or producing the phenomenon†. The scientific method provides a set of rules for gathering, evaluating, and reporting this informa tion (Malakoff, 1999).The development of scientific method is history is quite vague. This is because while the scientific method may appear to be both a practical and logical method of investigating scientific phenomena, it actually took a considerable amount of time for the method to evolve into its current form (Grinell 1992, p. 15). During the time of the ancient Greeks, philosophers such as Aristotle did not employ experimentation to confirm their observations. Aristotle thought that â€Å"science is not mere description or the ability to predict on the basis of previous experience; the aim of science is causal explanation in the interest of understanding†. However, Aristotle based his â€Å"scientific explanation† to consist intelligible ideas without any experimental basis (Dougherty, 2006). In fact, the great Greek philosophers believed that observation alone, without the support of either experiments or mathematics, was satisfactory enough to understand the re ality of the world around them.Relying merely on observation as â€Å"scientific thinking† persisted for centuries. It was not until the Renaissance period in Europe, and a resurgence of an interest in invention, science, and discovery, that scientists began to mathematically and experimentally question the world around them. One of the first documented uses of experimentation to confirm observations was by William Gilbert in 1600. Gilbert was a prominent physician of his time who became interested in applying the principles of magnetism to medicine. In a book entitled De Magnete (The Magnet) Gilbert outlined a detailed inductive investigative approach to explain the use of magnets in medicine. The results of his studies had far-reaching implications on science. His research on magnetism provided the foundation for studies well into the 18th century (Windelspecht, 2002, p. 208).Most readings generally attribute the use of scientific method to Galileo Galilei (1564-1642). Actu ally, there is an anecdote how Galileo formulated the scientific method. As the story goes, the young boy Galileo moved with his family to Florence, the heart of Renaissance culture. When he was 17, he left for the University of Pisa to study medicine, a career his father, a none-too-wealthy mathematician, had encouraged Galileo to enter. While in Pisa one day, young Galileo was sitting in the cathedral when he noticed the pendulum swing of the beautiful chandelier that hung from the ceiling. Already more attuned to observing and pondering the mysteries of nature than attending to the philosophical abstractions of religious ritual, he became engrossed with the motion of the chandeliers swing. Timing it against his pulse, he noticed that, for as long as he watched it, the chandelier completed the same number of swings in the same number of pulse beats. The arc of pendulum swings might become shorter as time passed, but the elapsed time from the beginning of one swing to the beginning of the next always remained the same. Later, at home, Galileo pushed the point further. To verify his observations he set up a simple set of experiments. He tried pendulums tied with weights of different sizes. He made them swing in wide arcs, in medium arcs, and in small arcs, always timing against his pulse (the best time measurement he had at that point). The number of swings in a given length of time never varied unless he changed the length of the string (Drake, 2001, p. 33-34).What Galileo found was the basis about movement and dynamics. But even more important was the method he used to conduct his small experiment: Instead of just reasoning his ideas through logically, in the manner of the ancient Greek philosophers and most of his contemporaries- the scientists or â€Å"natural philosophers† of his day- he measured time and distance and introduced mathematics into physics. Then he tested and proved his point by experiment.It turned out that anyone could repeat Galile o’s experiment and get the same results- another principle that became key to the â€Å"scientific method.† Although others including Francis Bacon and William Gilbert had championed this method, Galileo was really the first who consistently used this repeatable and verifiable approach. He intentionally designed his experiments so that they could be easily reproduced and verified. More importantly, Galileo had used mathematical principles to solve problems of the physical world. This combination of the deductive and inductive processes was the true beginning of the modern scientific method. Despite criticism from colleagues, Galileo continued this method of scientific inquiry in his future studies on the laws of motion.Finally, the scientific method came into full circle when Isaac Newton used it. Isaac Newton was considered by many to be the driving force behind the scientific revolution of the 17th century. In scientific methodology, Newton built on the foundations o f scientific thought presented by Galileo, Gilbert, and Bacon.   In 1687, as part of a landmark physics publication entitled Principia Mathematica, Newton outlined the basis for scientific thought that persists to this day. The major premises presented by Newton firmly established the link between mathematics, including the new mathematics of calculus, and analytical thought. In his method, Newton did not simply support his statements with philosophical thought. Newton put forth the idea that the results of experimentation and observation should be considered to be accurate until disproved by scientific processes. By using the experimental principles set forth by Galileo, Newton used the scientific method to examine the universal laws of nature. The combination of deductive mathematics and inductive experimental reasoning proved to be a successful combination for Newton and through his success found application in all scientific disciplines (Harper, 2002, p. 174-175).At present, t he scientific method is essential in any scientific undertaking. It is an essential process according to which scientists assimilate the existing information, usually by studying scientific journals and other professional publications. Then they develop testable hypotheses. They design and carry out the research necessary to test this hypothesis. Finally they write up their results as a scientific report. Following peer review, the report may be published in the technical literature. In this way, it fertilizes the body of scientific knowledge for the benefit of humankind.

Engaging Ethics in Architecture Assignment Example | Topics and Well Written Essays - 1000 words

Engaging Ethics in Architecture - Assignment Example In addition to giving a snapshot of the various ethical concerns embedded in architecture, this report goes further to put into perspective how architects may incorporate ethics into their practice with different stakeholders. Architecture is one of those sensitive professional fields that pose serious negative impacts to the stakeholders involved whenever ethical standards are ignored. Essentially, architectural ethics define the moral responsibility to do the right thing or make the right and best decision on variety of situations as mentioned in the introduction. Architectural work involves the consideration of a rich blend of cultural diversities. This necessitates the need for anyone in this profession to think about the cultural perspectives that may come up at any time in the working environment. This is yet another pointer as to why ethics may be necessary for the architectural profession. Professional ethics will demand that individuals be able to deliver high standards of s ervice in their professional jurisdiction without compromise on grounds of cultural diversities. Architecture, in itself, has an ethical nature. As put clearly, it is one of the processes that are involved in the beautification of man’s natural habitat, to become a better place (Wasserman, Barry, Gregory, and Patrick 13). This provides an avenue for the man to find satisfaction, both in the spiritual and emotional context. As such, the architectural professionals are obliged to come to the realization that their profession is not just about following a set of instructions or doing things for the sake of it. Rather, they need to come to a conscious knowledge that they are actively involved in the process of bringing about fulfillment in human life. They are also a central part of the emotional and spiritual aspects that make life worth living. Ethics, being an integral part of the architectural profession, will, therefore, dictate all the decisions made by anyone in that field .  

The artwork of Gustav Klimt is controversial Research Paper

The artwork of Gustav Klimt is controversial - Research Paper Example rtwork, Klimt was among the acknowledged founders, and also worked as the chair of the 1997 Vienna Secession; he was also a major player in the group’s Sacred Spring (27). The paintings done by Klimt attracted top prices for the works of art done by artists. One of the artworks from his collection, which attracted a top price was the portrait Adele Bloch-Bauer of 1907; it was bought by Ronald lauder for the Neue Galeria at US 135; it was the highest-priced painting in 2006 (30). The artwork (paintings) done by Gustav Klimt are controversial. The rationale for this Experiential Learning Project is to learn more about Klimt’s artwork. The goal is to educate the reader on why Klimt’s artwork was controversial (Whitford 57). The research contained within this paper will support the thesis and provide examples for the reader. Gustav has numerous works of art demonstrating his radical ideas, which was deemed controversial (Bisanz-Prakken 25).This project will focus on expert and personal research by experiencing the art created by Klimt. The design of this research will be based on books, and case studies. The ELP Experimental Research Data contains the personal research of the writer of this paper. All research was conducted from July 13th to August 8th, 2014. The controversial nature of Gustav’s artworks can be traced and understood after gaining a detailed understanding of his birth place, family and the work of his father and family. Firstly, Gustav’s father was a silver and gold engraver living and working around Vienna. Partly, due to the influence of the father’s career, he received training in the field of arts at the Vienna-based decorative arts learning centre (Partsch 267). Later on, in 1882, together with a friend and brother, he started a studio, which specialized in the development of mural paintings. The studio was quite successful right from the start, and it won assignments from establishments like museums, theatres, semi-public and also

English Language Requirements for International Students

English Language Requirements for International Students Academic English Requirements: University-Level Preparation Programs  for International Students Introduction The issue of English language standards and the academic preparation programs of international students who must meet them has become an increasingly complex and controversial topic in education today. This paper will explore this issue in depth, focusing on the specific needs of foreign students at University level. It will do this by exploring the current literature and theories that dominate the field, including Computer-Assisted Language Learning, or CALL. Then it will discuss issues pertinent to planning and developing an effective language preparation program to address those needs Current literature and theories A number of theories are currently competing to dominate the field today. Among these are several entry level issues. Most professionals agree that some sort of preparatory training is absolutely necessary for first year University students of non-English speaking background (NESB). However, the agreement stops there, as they seem unable to decide on which of these programs is best. One of these programs is focused primarily on teaching students only those English language concepts that are essential for them to be successful in attaining their academic degrees. Called English for Academic Purposes (EAP), this plan, as the name suggests, zeroes in on those skills that best ensure academic success. Academic success here is defined solely by completion of a degree. This raises issues of its true long-term worth as a sustainable skill (Pathways 2004, 2). Other plans include English for Specific Purposes (ESP), which focuses on teaching students those aspects of English that will be most relevant their specialised professional projects. Alternate pathways to University level education are another option; this approach focuses on integrating relevant skills learned outside the academic setting in such a way that the student is given academic credit for them. A methodology similar to this is described by Sandra Elbaum in Grammar in Context: Learning a language through meaningful themes and practicing it in a contextualized setting promote both linguistic and cognitive development (Elbaum 2005, xv). The Sheltered Instruction Observation Protocol Model, also called the SIOP Model, focuses on what the authors refer to as sheltered instruction. It is an approach that can extend the time students have for getting language support services while giving them a jump-start on the content subjects they will need for graduation (Echevarria et al. 2004, 10). Computer-Assisted Language Learning Computer Assisted Language Learning (CALL) was first used to assist in foreign language teaching in the 1960s. This was only at University level; it has since grown to include earlier grade levels as well. It has made drastic strides in development since its introduction (Warschauer Healey 1998, 58). CALL is described by Warschauer as having three primary functions: behaviouristic, communicative, and integrative. The first of these, the Behaviouristic, is the simplest model. In this mode, the computer functions primarily as a means of providing the learner with the appropriate educational materials. Essentially, this means that the computer functions in a tutorial capacity. The second mode is called the Communicative mode. It is much more interactive and allows the learner a greater degree of choice and control in the methodology and level of study. Some examples of this mode include word processing functions, spelling and grammar checkers, and stimulating games such as Sim City (Davies 2005, par. 3; Warschauer Healey 1998, 67). The Integrative phase, the final and most recent, is also the most complicated and the most rewarding of the three. It offers a far greater degree of sophistication. It does this by combining both multimedia and internet technologies to offer a wide range of control to learners and teachers. Communication can be synchronous or asynchronous, eliminating scheduling conflicts as well as time zone differences. This also helps students to pace themselves according to their own learning needs. Finally, geographic distance ceases to be a barrier, allowing individuals to expand their social horizons as they exchange ideas with other members of the global community (Davies 2005). Thus, the Integrative aspect of CALL offers such a wide range of options and challenges for second-language learners. However, the Integrative phase does invite criticism, particularly regarding foreign-language acquisition. For example, it can be said that language is basically a social activity. As such, the concept of truly learning one without face-to-face contact may seem prohibitive to some. It can also be argued that Integrative communication tends to isolate rather than draw people together, making the concept of global community seem more unattainable than ever. Proposal for Course Layout In order to plan an effective preparatory course for international students at this level of study, facilitators must be aware of the variety of material available for improving students language skill, not just one or two texts. The variety and options offered by University-level textbooks and accompanying tools seem endless. Although the standard grammar-based traditional approach still forms the core of many methodologies, few programs base their programs on a single methodology. Dana Ferris stresses the need to develop a comprehensive error-treatment plan that directly addresses key issues regarding linguistic ability in composition and writing (Ferris 2002, 105). According to Ferris, teachers need to realize that differences in students levels of L2 proficiency will affect both the number and type of errors that they make as well as their ability to process particular types of feedback (Ferris 2002, 56). It is also vitally important to know the needs of the students in the class. This is a point that cannot be stressed enough: to effectively plan the class, instructors need to know the basic makeup of individual classes rather than design a curriculum that is based on theoretical conjecture. Use of multimedia and similar resources can greatly facilitate this process. Another aspect to consider in designing a course is that fact that approaches to studying are different in different countries. For example, in the UK and most other English-speaking countries, students are expected to be very independent. International students should be made aware of the different levels of expectation, as well as strategies for learning to adjust and thrive in this environment. This theory is a key part of the theory of Lowes et al. in their guide for international students. Lowes and his partners are lecturers who have had several years experience teaching students at University in the UK. They include specific, real-life examples of the experiences they have had with students from different cultures and countries to demonstrate the relevance of their point. Conclusion It is clear that the issue of academic preparation programs for international students is complex and controversial. The trend today seems to be leaning heavily towards computer-assisted methodologies, which offer flexibility, convenience, and control for both students and instructors. There also seems to be an increasing awareness that general English-language courses need to be tailored to fit the specific needs of the students who take them, thus enabling them to concentrate on their primary courses of study. By designing a preparatory course that considers the actual levels and the specific needs of international students, the lessons will address relevant issues—issues that will enable students to focus on their primary programme of study to successfully complete their degrees. Reference List Ascher, A.. 2004. Think About Editing: An ESL Guide for The Harbrace Handbooks. Boston, MA: Thomson. Davies, G. 2005. Computer Assisted Language Learning: Where are we now and where are we going? Accessed September 5, 2005. URL: http://www.nestafuturelab.org/viewpoint/learn23.htm. Echevarria, J., Vogt, M., and Short, D. 2004. Making Content Comprehensible for English Learners: The SIOP Model. 2nd ed. London: Pearson Education. Ediger, A. and Pavlik, C. 1999. 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