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Architecture and Design

The design blog is an essential part of this course. Your blog will be used to keep track of stylistic characteristics of designs that are covered in this class and that you observe, either in person or from images.

For each style covered in the unit, find at least one example of an interior component used in a modern way. Selections may include entire rooms or specific items within an interior (furniture, fabric, use of space, etc.…). In this entry, please include styles from Gothic, Italian, French, and English Renaissance. This will be 4 separate pages, 1 for each style listed. (at least 200 words for each page)

Good sources for this material include: Interior Design Magazine, Metropolis, Houzz.com, Elle Decor and professional associations’ publications. Do not use images from books or magazines that are specifically about the assigned style (i.e., do not Google “Egyptian furniture” and cut and paste an image).

An example of a Design Blog (Unit 2) is provided as a guide on what is expected. Note: this is one of many ways to create a blog. Do not let this example limit your creativity; the only take away from this example is the combination of text and images. Be sure to provide sufficient text and images within your blogs each week.

Include a brief description of the item/interior, where you observed it, and why you place it in the particular design style. Also include any personal thoughts; please remember to include links and images.

Sample Solution

sounds, it’s the truth. We do not instil the significance of a foreign language into young students, and it shows in the carryover to their teenage years. We do not see the seriousness of teaching students to learn a foreign language. In fact, the statistics of the United States foreign language curriculum, compared to those of other countries, is quite shocking (to say the least). In Europe, for example, more than ninety percent of students in elementary schools are made to learn English (Beale 2). Counties around the world see new languages as an opportunity and a pathway, and make sure it is a top priority to be taught in schools (2). Meanwhile, schools in the United States have never made this a priority (2). A 2006 study showed that about 200 million Chinese students were learning English, while only about 24,000 American students were learning their language of Chinese (3). Schools all over the U.S. are seeing a rise in budget cuts, which ultimately leads to the slack in the foreign language classes (1). The reason these classes are the first to go? Simple. They are not seen as a necessary course of study, like reading or history may be (2). Author David L. Sigsbee mentions this exact problem in his article “Why Americans Don’t Study Foreign Languages and What We Can Do About That.” Sigsbee argues his point by mentioning not only the cuts of these classes but their lack of continuity throughout the years (47). Students often take one year of foreign language in elementary school, two years their freshman and sophomore years of high school, and two years during college (46-47). With little-to-no continuous study, how are students expected to become fluent? Basically, what we’re saying is, there is no constant instruction throughout their school years, which does students no good. With all of this said, one can now see Caplan and Carbonell’s point of view, but I would still disagree. Yes, the school curriculum of foreign languages is lacking, but throwing it out altogether is entirely unnecessary. Not ever attempting to learn a foreign language because of the missteps in our e
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