Nascot and Park Essay Example for Free

Nascot and Park Essay How do the land use, housing and environmental quality in Tudor, Callowland, Nascot and Park wards of Watford affect the relative desirability of the wards? I will now discuss primary data regarding the four wards, and not to include any secondary data, including census data or researched data from the Internet. A colour coded map will provide an easy visual report of the distribution and separation of various housing types, as well a where forests and parks are laid out, and link that to the environmental quality of each of the four wards. I will discus each ward separately and then conclude it in a final paragraph at the end of this section. The concluding paragraph will contain graphs and charts to help enhance the comparisons. Of course when discussing the desirability of somewhere, you have to take into account who it is for. For example, a student would not live in a 5 bedroom detached house. PARK WARD This was the first ward visited and due to the fact that this was the first time I had visited these wards, this ward has left an indentation in my mind of my first impression of Watford. We commenced north up Hempstead road and took a left into Stratford way, where our fieldwork began. Small detached housing covered this area. The field sketch below shows you how close the houses boundaries are, as well as the style and age of the houses. When we were at the junction of Stratford Way and Parkside Drive, the first environmental quality survey was taken. The results have been tabulated within the comparison and concluding paragraph at the end of this section. We then took a right, and headed up Parkside Drive, taking into account that we were on the boundary of detached housing and the Cassiobury Park. As we continued up Parkside Drive, we were confronted with semi-detached housing immediately after Richmond Drive on the right hand side. Semi-Detached housing could now be seen on either side of the road. We were due to take the next turning on the right which led us into Langley Way. On the junction of Langley Way and Parkside Drive, the second environmental quality survey was taken. As we turned up into Langley Way, we noticed semi-detached housing on either side of the road until Richmond road on the right, and until Bellmount Wood Avenue on the left. The stream of detached housing continued from there onwards. We carried on up Langley Way, until we met a roundabout which split Langley Way and Cassiobury Drive. Our first sighting of local shops were seen on the opposite side of the roundabout, this is coloured in RED on the colour-coded map. Besides these few shops and a pub on the left hand side, detached housing was all around us. We contined up Langley Way until Devereux Drive was seen at a 90 angle to Langley Way. We proceeded left and were still surrounded by detached housing. At the top of Devereux Drive, we could see that the further up we went, the more trees and greenery were to be seen behind the houses, and at the top of the road, we took a footpath left which led us into Rough Wood. We followed the footpath round until we came into Glen Way, which was where we came across our first sightings of terraced houses. The third and final environmental quality survey for this ward was taken here. We followed Glen Way round to the right and hit the main road called Hempstead Road where we crossed onto the other side and took a left until we came across Rosecroft Drive on the right hand side. Where we left Glen Way and entered Hempstead Road, was the border between the two wards, Park and Nascot. So in summary, Park ward contains small detached houses in a calm atmosphere and well kept away from the busy Hempstead Road. Even though Cassiobury Drive, Parkside Drive and Woodland Drive are the three main roads of Park ward, they do not encounter problems of traffic which leaves Park ward as a calm and family-friendly area. The large park within the ward will indefinitely contribute to the property prices as property prices are strongly based on location, location, location, and due to the fact that they are detached, this leaves a good image in my mind of my first impression of Watford. Nascot Ward As we commenced our journey down Hempstead Road and into Rosecroft Drive, we noticed that although Hempstead Road is very busy, the houses within Rosecroft Drive and the surrounding road were fairly large detached houses. At the junction of The Ridgeway, and Rosecroft Drive, the first environmental quality survey of this ward was taken, which received high marks when taking into account its location next to an extremely busy road. We then took a right down The Ridgeway, and noticed how the houses were in good keep and fairly big. The road we were in (The Ridgeway) was fairly quiet and in good condition due to the fact that off road/private parking was available. The field sketch below, shows a typical house within Nascot ward.

Serious Errors within Rene Descartes’ Meditations on First Philosophy :: Philosophy Religion Essays

Serious Errors within Rene Descartes’ Meditations on First Philosophy One of Rene Descartes’ major culminations in Meditations on First Philosophy is â€Å"I must finally conclude that this proposition, I am, I exist, is necessarily true whenever it is put forward by me or conceived in my mind† (Descartes:17). This statement can be explicated by examining Descartes’ Cartesian method of doubt and his subsequent discovery of basic truths. Even though I do believe that Descartes concludes with a statement that is accurate: cogito ergo sum, there are areas of his proof that are susceptible to defamation. These objections discover serious error with Descartes’ method used in determining the aforementioned conclusion. In the first meditation, Descartes makes a conscious decision to search for â€Å"in each of them [his opinions] at least some reason for doubt†(12). Descartes rejects anything and everything that can be doubted and quests for something that is undeniably certain. The foundation of his doubt is that his opinions are largely established by his senses, yet â€Å"from time to time I [Descartes] have found that the senses deceive, and it is prudent never to trust completely those who have deceived us even once†(12). First, Descartes establishes that error is possible, employing the example of the straight stick that appears bent when partially submerged in water, as mentioned in the Sixth Replies (64-65). Secondly, he proves that at any given time he could be deceived, such is the case with realistic dreams. Further, Descartes is able to doubt absolutely everything since it cannot be ruled out that â€Å"some malicious demon †¦ has employed all his energies in or der to deceive me† (15). The malicious demon not only causes Descartes to doubt God, but also sends him â€Å"unexpectedly into a deep whirlpool which tumbles me around so that I can neither stand on the bottom or swim on the top†(16). Descartes has reached the point where he must begin to rebuild by searching for certainty. In the second meditation, Descartes is searching for an Archimedian point on which to seed a pearl of certainty. By doubting everything in his first meditation, Descartes consequently doubts his own existence. It is here that a certainty is unearthed: â€Å"If I convinced myself of something then I certainly existed†(17). However, Descartes â€Å"does not deduce existence from thought by means of syllogism, but recognizes it as something self-evident by a simple intuition of the mind,† or in other words, by natural light (Second Replies:68).

Christmas card making Essay

What I would like to achieve by making Christmas cards with a group of 3-4 children at a time, is to see how and what they think Christmas is all about, their creative side and if the can write their own names at the bottom of their card. The learning intentions for each child are to either write their own name without help or copy it from another piece of paper. Again in this activity the children will have to learn to share the equipment. Fridrich Frebel believed and emphasised that creative play was important part of a Childs worlds and growing up, he also thought physical play, song and rhymes was a symbolism, and best developed though play. Aim: To get all the children who do a card to try to write their name inside. What the children will learn: The children today will learn how to write their name correctly, I don’t think they will remember all of how to do it but next time they need to write it they will find it easier. What I will learn: I should learn to help and supervise children properly and to help understand what they should and shouldn’t being doing at this age and weather or not they understand the way I am asking them to do an activity for me. What happened? I choose three random children who were wondering around not doing any other activity. I choose two girls and a boy, to come sit at a table, first of all their put on aprons the table already had glue and card on it with scissors and glitter pens the children did not understand straight away what I wanted them to do I sat down and tried to explain luckily I had bring in one that I had did at home with my brother who is their age. The two girls KL and CW knew what I wanted them to try and do I even said can you do your name inside when you have finished. This time I didn’t have an early year’s practitioner with me but one of them came over to see if I was okay. The Stephanie Jewell 3rd January 2005 boy I had asked to do a card didn’t want to he found some thing else he anted to do, so one of the early years practitioner gave me another boy DK as he needs help with his name. I gave them red card and folded it KL wanted hers folded twice so I did as it was her Christmas card. The children took their time at making the outside of the card about 20 minutes later I said â€Å"is anyone nearly finished? † they all stopped their work and said â€Å"Yes† but they was not, so I told them to carry on then a couple minutes later DK finished the front so I wrote the inside for him and asked if he can do his name e but he was very aliment that he could not do it so I wrote it on a bit of paper to copy and he tried really hard but we only got half of it done as he got a little upset because he didn’t want to do it. The two girls finished as well as are older they started to write letters inside but they didn’t make any words but I thought that was really good bas they were trying. They both wrote their names and kisses, the children letters were back to front or upside but you can tell what their name was. Evaluation: The activity of making cards with the children went better then I excepted as the children didn’t argue with each other and wanted to speak to me one after another instead of shouting and screaming. I thought I explained what to do well as the two girls that I choose to do this got on with the work straight away and didn’t really need my help until the end with the writing of their names. The child who didn’t want to do card making made me feel as if I was doing some thing wrong but he didn’t take in ant activities that day. The children left their cards to dry and the next day we put them into envelopes and they took them home. I would like to carry it out again if possible as I enjoyed myself as I was helping and watching them does it. If you were to carry out this activity then I would say have no more then two children at a time that way you can give them almost your full attention and this way the children tend not to want to talk over each other as there are only two of them sitting on a table. The children did learn how to do their names correctly even though DK got upset as he didn’t want to write his even though I kept encouraging him to Stephanie Jewell 3rd January 2005 try. I think I should have spoke more about Christmas and how a time for giving and why we give out cards to people. I put down a mat on the table as the children was working with glue, and glitter what make a lot of mess in the hands of 3, 4 year olds. The children put on aprons to protect their clothing which was a good idea, they did make a lot of mess with the glitter pens and didn’t know when to stop putting on to the card I had to keep telling them it was enough but they some times didn’t listen. The cutting of paper made mess around the table. But all of the mess made was easily cleared up within minutes and all the children had to do is wash their hands. I didn’t realise the children would take as long as they did to make the cards and even writing their name took longer then expected, I gave myself half and hour when I should have allowed an hour to do this kind of activity. When the children sit down they took a little while to get started. The planning I did for both the activities were helpful I did follow both the plans I think the planning is good to have but on the day it all depends on the children weather or not they want to do it or if they are going to muck about for you, the best part about the planning is to see if you can complete the learning intentions you set for the children and knowing what equipment ids needed before hand in case its any thing that they wouldn’t have usually.

Biography of Catherine the Great, Empress of Russia

Catherine the Great (May 2, 1729–Nov. 17, 1796) was empress of Russia from 1762 to 1796, the longest reign of any female Russian leader. She expanded Russias borders to the Black Sea and into central Europe during her reign. She also promoted westernization and modernization for her country, though it was within the context of maintaining her autocratic control over Russia and increasing the power of the landed gentry over the serfs. Fast Facts: Catherine the Great Known For: Empress of RussiaAlso Known As: Catherine IIBorn: May 2, 1729 in Stettin, Germany (now Szczecin, Poland)Parents: Prince Christian  August  von Anhalt-Zerbst, Princess Johanna Elisabeth of Holstein-GottorpDied: Nov. 17, 1796 in St. Petersburg, RussiaSpouse: Grand Duke Peter (Peter III) of RussiaChildren: Paul, Anna, AlexeiNotable Quote: I beg you take courage; the brave soul can mend even disaster. Early Life Catherine the Great was born Sophia Frederike Auguste in Stettin, Germany (now Szczecin, Poland), on May 2, 1729 (April 21 in the Old Style calendar). She was known as Frederike or Fredericka. Her father was Prussian Prince Christian  August  von Anhalt-Zerbst and her mother was Princess Johanna Elisabeth of Holstein-Gottorp. As was common for royal and noblewomen, she was educated at home by tutors. She learned French and German and also studied history, music, and the religion of her homeland, Lutheranism. Marriage She met her future husband, the Grand Duke Peter (later known as Peter III), on a trip to Russia at the invitation of Empress Elizabeth, Peters aunt, who ruled Russia after taking power in a coup.  Elizabeth, unmarried and childless, had named Peter as her heir to the Russian throne. Peter, though the Romanov heir, was a German prince. His mother was Anna, daughter of Peter the Great of Russia, and his father was the Duke of Hostein-Gottorp.  Peter the Great had 14 children by his two wives, only three of whom survived to adulthood.  His son Alexei died in prison, convicted of plotting to overthrow his father. His elder daughter Anna was the mother of the Grand Duke Peter, whom Catherine married.  Anna had died in 1728 following the birth of her only son, a few years after her father died and while her mother Catherine I of Russia ruled. Catherine the Great (or Catherine II) converted to Orthodoxy, changed her name, and married the Grand Duke Peter in 1745. Though Catherine had the support of Peters mother, the Empress Elizabeth, she disliked her husband—Catherine later wrote she had been more interested in the crown than the person—and first Peter and then Catherine were unfaithful. Her first son Paul later emperor (or czar) of Russia as Paul I, was born nine years into the marriage, and some question whether his father was Catherines husband.  Her second child, daughter Anna, was likely fathered by Stanislaw Poniatowski.  Her youngest child Alexei was most likely the son of Grigory Orlov.  All three were officially recorded, however, as Peters children. Empress Catherine When Czarina Elizabeth died at the end of 1761, Peter became ruler as Peter III and Catherine became the empress consort.  She considered fleeing, as many thought that Peter would divorce her, but Peters actions as emperor soon led to a coup against him. Military, church, and government leaders removed Peter from the throne, planning to install Paul, then 7 years old, as his replacement.  Catherine, however, with the help of her lover Orlov won over the military in St. Petersburg and gained the throne for herself in 1762, later naming Paul as her heir.  Soon after, she may have been behind Peters death. Her early years as empress were devoted to gaining the support of the military and nobility to strengthen her claim as empress. She had her ministers carry out domestic and foreign policies designed to establish stability and peace; instituted reforms inspired by the Enlightenment, a philosophical, intellectual, and cultural movement of the 17th and 18th centuries; and updated Russias legal system to provide equality of people under the law.   Foreign and Domestic Strife Stanislas, the king of Poland, was Catherines former lover, and in 1768 Catherine sent troops to Poland to help him suppress a revolt. The rebels brought in Turkey as an ally, and the Turks declared war on Russia.  When Russia beat the Turkish troops, the Austrians threatened Russia with war. Russia and Austria partitioned Poland in 1772.  By 1774, Russia and Turkey had signed a peace treaty, with Russia winning the right to use the Black Sea for shipping. While Russia was  still technically at war with the Turks, Cossack Yemelyan Pugachev led a revolt at home.  He claimed that Peter III was still alive and that oppression of serfs and others would be ended by deposing Catherine and reinstituting Peter IIIs rule.  It took several battles to defeat the rebellion, and after this uprising that included many of the lower classes, Catherine backed off many of her reforms to benefit that stratum of society. Government Reorganization Catherine then began reorganizing government in the provinces, strengthening the role of the nobility and making operations more efficient.  She also tried to reform municipal government and expand education. She wanted Russia to be seen as a model of civilization, so she paid considerable attention to the arts and sciences to establish the capital of St. Petersburg as a major center for culture. Russo-Turkish War Catherine sought the support of Austria in moving against Turkey and planned to seize Turkeys European lands.  In 1787, Turkeys ruler declared war on Russia.  The Russo-Turkish War took four years, but Russia gained a large amount of land from Turkey and annexed Crimea.  By that time, Austria and other European powers had withdrawn from their alliances with Russia, so Catherine wasnt able to realize her plan to take over lands as far as Constantinople. Polish nationalists again rebelled against Russian influence, and in 1793 Russia and Prussia annexed more Polish territory. In 1794 Russia, Prussia, and Austria annexed the rest of Poland. Succession and Death Catherine became concerned that her son Paul was not emotionally fit to rule. She planned to remove him from the succession and name Pauls son Alexander as heir.  But before she could make the change, she died of a stroke on Nov. 17, 1796. Her son Paul ascended to the throne. Legacy Russians continue to admire Catherine for increasing the boundaries of the country and streamlining its governance. At the end of her reign, Russia had broadened to the west and south over more than 200,000 square miles; provinces had been reorganized and towns renovated, expanded, or built from scratch; trade had expanded; military battles had been won; and the royal court had transformed into an attraction for the greatest minds of Europe. Catherine was a patron of literature who promoted Russian culture and one of the few women, including British Queens Elizabeth I  and Victoria, to have been influential enough to have epochs named after them. Though outside observers acknowledged her energy and administrative ability, they saw her more as a harsh, unscrupulous ruler, egotistical, pretentious, and domineering, a woman of action who could be ruthless when it served her or the state. She was also widely known for being lusty, having taken young lovers up to her death at age 67. Sources Catherine the Great: Empress of Russia. Encyclopedia Brittanica.Catherine the Great: Biography, Accomplishments Death. Live Science.8 Things You Didnt Know About Catherine the Great. History.com.