Development and Information System s Essay Example | Topics and Well Written Essays - 750 words

Development and Information System s - Essay Example This has had an effect on my development as I tend to demonstrate similar characteristics when found in situations that lead to anger in me and I overreact sometimes to somewhat minor events. In addition, my social environment has also had an impact on my development as exemplified by the fact that I grew up in a tough neighbourhood and most of the friends that I surrounded myself with were filled with resentment and took every chance to always cause trouble or start a fight and this also grew in me by the mere association with my peers of the same character. There hence cannot be a clear and definitive line between heredity and environmental factors that separates then and gives superiority to one aspect as more responsible in influencing development in children as both do contribute accordingly. This two factors also played a major role in my personality development (Simanowitz& Pearce, 2003, p.56). For example, based on my family traits and the environment in growing up, I develop ed quite an ego and pride that made me always put myself first over others and in addition I developed a sense of self-defence when face with a problem that would potentially take an emotional toll on me. Information systems are the channels in an organisation or even an informal group of people by which information is relayed from one person to another within the group. An information system hence is basically a collection of people, data, technology and procedures that work together to produce information that is relevant to the activities of the organisation (Lucey, 2004, p.23). There are various types of information systems in organisations and in the organisation that I work in, the main types of information systems include, Transaction Processing Systems, Office Support Systems, Management Information Systems, Decision support Systems and Executive Information systems. These systems work in tandem to ensure that the flow and processing of information is kept relevant with all the information needed to be relayed to the necessary individuals being done on time and it should be of good quality. The Transaction processing systems are at the operational level. It is an information systems that obtains and processes data that ifs generated during the daily activities of an organisation and is performed mostly by the clerical and frontline staff in the organisation. These systems are aimed at helping an organisation to achieve its functionalities involving collection of data, processing it and transforming it into the required output for proper operation. Office support systems are designed to work in tandem with Transaction processing systems by enabling staff to perform their office duties with more ease and efficiency. The Management information systems in the organisation are the ones used by the middle level managers to aid them in ensuring that the organisation is and will continue to be run effectively both in the short run and in the long term. They ar e designed to enable the managers to perform comparisons in performance between present and prior time periods. The decision support systems in the organisation are used by the senior level managers to assist them in making decisions by allowing them to make projections of the aftermath of the decisions made in the future. Lastly, the organisation has an Executive information system. This is used by the executives and senior managers to aid t

Mastery in skills of the five senses Essay Example for Free

Mastery in skills of the five senses Essay This writer believes all children need mastery in skills of the five senses. For this purpose, preschool age children will be taught how to make a peanut butter sandwich. The lesson will be presented in a sequential relationship. Materials to be used are: spoon, bread, peanut butter, and wax paper. This lesson will take place in the â€Å"kitchen† section of the classroom. The lesson will begin with a question as to how many of the children like peanut butter sandwiches. If there are children who do not like it, they will still participate in the lesson and not eat the sandwich. If a child is allergic, they will be individually taught on how to make another sandwich utilizing the same amount of tasks, and basic procedure. The class will then be split into pairs, because there is a ratio of 4:1, children can be easily supervised. The teacher will present a lesson on how to make the sandwich, from getting the spoon out of the drawer, to wrapping the sandwich in wax paper. After the teacher has â€Å"taught† the lesson, the children will then have to attempt to master the skill. They will work in pairs to help each other figure it out, and they will have to learn how to get along as there will be few to spoons. Staff will be required to assist children with spreading of the peanut butter or wrapping it in the paper. However, after the lesson is presented to the class, the children will work independently, each one responsible for the sandwich. The lesson: the teacher will gather the children in the kitchen area of the classroom. The teacher will then list and describe all the materials needed. Speaking out loud, the teacher will say exactly what they are doing, while the children are watching (i. e. taking a spoon out of the drawer, opening the jar of peanut butter, bread, spreading, and wrapping). The teacher will then state that there are only enough spoons for half the class and they will have to share. Once every child has made a sandwich, the teacher will lead the class outside to eat their sandwiches along with bananas. The teacher will instruct the whole class on how to use bananas with the sandwich by instructing how to mash the banana by using the peel. In order to gauge mastery of the lesson, staff will observe two pairs each (four children). The staff will have a check sheet for all tasks involved in the lesson. If a child fails at a task, the staff will point put the missed step and ask the child to repeat it. However, if a child is unable to spread the peanut butter but demonstrates motivation, staff will assist without marking the sheet. Since the whole class will be tested on mastery of skill, the teacher will ask the children to make a peanut butter sandwich for lunch about once a month. In addition, the teacher will introduce new ingredients, such as apples, celery, and fluff to further motivate the children to share, to learn the foundations of non-heat cooking, and to instill self-confidence in the children as they master each skill. By using a task oriented lesson, presented logically and step by step, the teacher is ensuring that each child masters the making of a simple sandwich independently.

How Theories Obstruct Or Assist Practice Social Work Essay

How Theories Obstruct Or Assist Practice Social Work Essay A requirement for Social Work Training is to ensure that the teaching of theoretical knowledge, skills and values is based on [students] application to practice (NHS, 2002 p.3). In response to the death of baby Peter, the Social Work Taskforce published fifteen recommendations including social work degrees requiring a greater focus on linking theory to practice (DCSF, 2009 p.18). This increased emphasis between theory and practice, will be considered in this essay, by discussing if theories of human growth and development obstruct or assist social workers practice. It is important to recognise that there are a vast amount of human growth and development theories, which cover the life span, although one assumption is that they only relate to childhood. This essay, in considering how theories obstruct or assist practice, will draw on those relating to working with older people. To clarify, this essay will use the word theory to mean both grand theories (those borrowed from other disciplines such as psychology, sociology etc) and middle range theories (those which combine the grand theories with practice experience) (Wilson et al, 2008 pp.106-107). The history of social work is helpful in understanding how theory became relevant for practice. The nineteenth century industrial revolution impacted on the community structures, which led to concerns over social unrest and disorder. These concerns influenced the growth of the social sciences with the idea being to understand and change society. Howe states, as new theories and explanations of human behaviour were generated by psychologists, so new social work theories and practices arose (Howe, 2009 p.17). The Charity Organisation Society (COS), founded in 1869, embraced the psychological theories in their charitable work. COS initially resisted any formal education for charity workers preferring supervision in the job. However, worries over the standard of staff and the impact of the job on them, together with the desire to be recognised as professionals in the social field initiated them to set up formal social work education (Howe, 2009; Payne, 2005b; Jones, 1996 p.191). The value of teaching human growth and development theories to social work students is still recognised today in university courses. Teaching on theory is included in the education as it is seen to legitimise social work, giving the social worker assurance, significance and understanding in their work without any taint of meddling (Jones, 1996 p.193). The use of theory helps the practitioner to feel that their views are knowledgeable and grounded (Milner and OByrne, 2002). Seckers research on social workers students found that those who had a comprehensible understanding of theory were more likely to be approachable and responsive with their service users, sharing their theoretical suggestions with the person (Howe, 2009; Payne, 2005a). Alongside this, is the professionalism a theoretical knowledge gives to social work (Howe, 2009). Thompson (2010) argues that other professionals and service users will be more confident in a social worker who is able to demonstrate that their work is based on a theoretical framework, thus showing skills to comprehend and make sense of the service users situation, rather than one who conjectures. Walker states, it is important that social workers have an understanding of human development to work effectively with other disciplines and to demonstrate a professional literacy commensurate with their status (2010, pp.xiv-xv). An example of this is a social worker working within a Community Mental Health Team alongside Psychiatrists and Community Psychiatric Nurses who advocate the medical model and its emphasis on diagnostics and cures (Parrish, 2010 p.10). Working in this setting does not mean that the social worker needs to ignore a psychosocial perspective. To advocate for service use rs effectively, the social worker needs to understand both the medical and psychosocial perspectives, as Parrish states it necessitate[s] the professional equivalent of being bilingual in being able to understand both perspectives simultaneously (Parrish, 2010 p.10). In 1992, Hindmarshs research on social work graduates, showed that an understanding of theory did provide the graduates with confidence. However, Hindmarsh argued that this confidence did not continue in practice as graduates viewed the use of theory as just a tool to justify their actions or provide accountability to their management (Payne, 2005a). Thompson argues that the professionalism of the social worker is being impacted on by what he describes as managerialism (2010, p.51). Thompson explains that governments budgeting tactics through performance indicators is pushing local government to meet targets. This is filtered down the management structure, so that middle managers are dictating what is required and should be implemented by social workers, in order to achieve the targets. Although social workers are dedicated to the use of theory in their practice, managerialism has led to them lacking professional confidence (2010 p.51). It is argued that theory is too complicated and restricts spontaneity, therefore it is pointless for practice. Instead a more realistic model of using facts about the person, an understanding of the law and practical skills (common sense) is more effective for social work practice (Parrish, 2010; Walker and Crawford, 2010). This view has been strongly argued against, as Coulshed states, theoryless practice does not exist; we cannot avoid looking for explanations to guide our actions, while research has shown that those agencies which profess not to use theory offer a non problem solving, woolly and directionless service (1991, p.8). Some theories become so familiar and accepted that they become incorporated into everyday life and language, for example, Anna Freuds defence mechanisms and Daniel Levinsons mid-life crisis. By the fact that these theories become so socially accepted and embedded into everyday language (described as informal theory), it is difficult for a social worker to avoid using it in their practice. Thompson argues, some sort of conceptual framework (and therefore theory) is therefore inevitable (2010, p.7). Our own life experience does not provide us with sufficient knowledge to be able to help others. It can cause us to filter assessments through our own experience, which may be prejudicial but we could be unaware of this. An advantage of having a theoretical understanding of human growth and development is that it gives us a broader view than our individual life experience and balances decision-making (Walker and Crawford, 2010). Research has shown that social workers have found it difficult or are unaware of how they apply theory to practice (Tanner and Harris, 2008; Smid and Van Krieken, 1984). Therefore, work is a routine procedure for social workers if they do not have an understanding of theory (Parton, 1996, p.92). Social worker education is blamed for this difficulty with universities either being too theoretical, or too practical, whichever emphasis taken, it results in making theory and practice appear as separate entities (Smid and Van Krieken, 1984). The different theoretical approaches to human growth and development can appear confusing to the social worker, as each stress different areas as a reason for the persons situation. An illustration of this is the process of ageing: a biological perspective is to focus on the physical impact of a person growing older; a psychological view however, will focus on the deterioration of cognitive functioning; and finally a sociological perception will look at the social structures and the older persons place in that structure. As Hughes states, The images created by the various theoretical perspectives biological, psychological, sociological, political-economic are intrinsically different and create quite distinct pictures of the experience and social condition of older people (Hughes, 1995 p.18). Although each approach emphasises different areas, they all potentially provide something helpful and equally true (Milner and OByrne, 2002 p.81). With each approach providing something useful in understanding the persons situation the social worker needs to support the service user in finding which one with be most helpful to use (Milner and OByrne, 2002). However, rather than seeing this confusion as a hindrance to social work practice, this is what is central to social work. It is what gives it its value and importance because it specialises in situations where there are no known solutions (Statham and Kearney cited in Howe, 2009 p.190). It is the ability of the social worker to draw together the various theoretical perspectives in order to prepare a realistic and balanced care plan. There are development theories that are in direct conflict and/or dismiss each other such as Disengagement and Activity theories (Hughes, 1995; Howe, 2009). Disengagement Theory proposes that as someone ages they naturally disengage from certain social roles and functions, which ensures continuity of the system and equilibrium between different social groups (Hughes, 1995 pp.25-26). Disengagement was viewed as fulfilling for the older person and providing well-being, as it freed them from certain roles and functions that they no longer were able to fulfill, such as retiring from work, thereby, helping people to age well (Hughes, 1995; Bond et al, 2007). Activity theory completely opposes this idea and proposes that remaining actively involved in the community, both physically and mentally, provided well-being and satisfaction for the person (Walker and Crawford, 2010). Both theories provide definite explanation for the difficulties in getting old. The activity / disengagement debate has led to a number of further theories either trying to resolve the conflict, such as Gubriums socio-environmental approach, or challenge one theory to support the other, such as Cowgills modernisation approach (Lynott and Lynott, 1996). The practitioners dilemma is similar, should they align themselves with one or disregard both theories. A danger for the social worker is that s/he uses theory as a way to discover the truth or ultimate solution for the person (Thompson, 2010, pp.11-12). Lee argues against this, theoretical statements are the general principles that give rise to hypotheses, or speculative facts (1985, p.22). No person or situation is exactly the same which means neither can there be a universal solution or theory to fit all (Lees and Lees, 1975). A postmodern view is that truth cannot be found in one solitary theory, instead a plethora of truths for a particular situation can be found in using multiple theories (Milner and OByrne, 2002). As Pease and Fook cited in Howe state, There are many perspectives and voices and it is now recognised that they all need to be heard if the complex nature of truth is to be established (2009, p.191). Walker (2010) argues that a persons growth and development cannot be clarified by one theory. Parrish takes this further by stating that if a social workers practice were based on one theory it would prove woefully inadequate (2010, p.6). An alignment to one specific theoretical viewpoint can be dangerous, as the social worker is unable to recognise important issues that do not correspond with that particular viewpoint. For example Eriksons eight stages of development although helpful in understanding age related activities, has been criticised for its male, patriarchal stance in lacking awareness of other factors that can impact on development, such as gender, race, social class etc. (Thompson, 2010; Parrish, 2010). This highlights the value of recognising and critically analysing a number of theories in a situation, rather than believing one is more superior to another. As Thompson illustrates, the reflective practitioner being a tailor cutting the cloth of the knowledge base to pr oduce a closely tailored solution to the practice challenges being faced, rather than looking for a ready-made, off-the-peg solution (2010, p.16). A social worker may consider amalgamating a number of theories so to provide one combined theory, which Payne describes as eclecticism (Thompson, 2010 and Payne, 2005a p.31). Eclecticism has been criticised as an inexperienced way to use theory (Payne, 2005a). Instead the current view is to take a critical, reflective approach, using the persons history, behaviour and circumstances. Theories should be considered and weighed up as to their usefulness for each person (Adams et al, 2009; Thompson, 2010). Using a range of theories allows a multi-dimensional understanding of situations to develop and enables the limitations of one perspective to be offset by the advantages of another (Tanner and Harris, 2008 p.37). By taking a critical and reflective approach to theory and practice this can help the social worker make sense of the differences and disagreements between the various human growth and development theories (Payne, 2005a). A critical and reflective approach, allows the social worker to value and accept the variety of theories applicable for a particular situation (Adams, 2009). As Fook argues, critical and postmodern practice therefore involves a recognition of different ways of knowing, in particular a reflexive ability to engage with changing situations (2002, p.44). According to Thompson (2010), the main significant purpose for applying theory to practice is that it defines our practice. Misca states, knowledge of human growth and development plays an essential part in assessing, planning and intervening in a successful, positive way in peoples lives (2009 p.116). Fook describes using theories, as our intellectual tools, rather than as rule books as they assist and direct practice (2002, p.69; Walker and Crawford, 2010). This means that a theoretical knowledge can provide a practitioner with the understanding and explanation of a persons behaviour and situation. Consideration of Bowlbys Attachment theory with aging and dementia will be used to illustrate this. Bowlby stated that typically within the first 9 months of a persons life, they develop an attachment to their primary caregiver. Ainsworth, working alongside Bowlby, extended attachment theory. Through the Strange Situation trials, she proposed three types of attachment behaviours: Anxious /Avoidant, Anxious/Resistant and Securely Attached (Parrish, 2010). Although Bowlby did not carry out any studies on older people, he did argue that, attachment behaviour continues to play a necessary role into adulthood (Browne and Shlosberg, 2006 p.135). It has only been since the late 20th century, that Bowlbys attachment theory has been applied throughout the human lifespan and in particular to dementia (Bond et al, 2007). Bowlby suggested that when adults are unwell or under stress then attachment behaviour is likely (Browne and Shlosberg, 2006). Miesen, an advocator for attachment theory, researched the general behaviours of people with dementia. He likened a demented state of crying, clinging and calling as being in Ainsworths strange situation (Bond et al, 2007). Miesen researched parent fixation which is when a person with dementia believes that his/her deceased parent is still alive. His study concluded that dementia triggers attachment behaviours (Browne and Shlosberg, 2006). De Vries and McChrystal state, Bowlbys attachment theory has provided a conceptual and empirical framework for examining some behaviours of people with dementia and provided a means of interpreting them in terms of responses to loss (2010, p288). A theoretical knowledge also provides solutions for approaches of intervention, to assist the service user and enables the practitioner to anticipate future issues (Parrish, 2010). Continuing to use the above example, two new ways of working within an attachment theory framework have recently been developed to assist working with people with dementia: simulated presence therapy (SPT) and doll therapy (Browne and Shlosberg, 2006). The difficulty for the social worker is that separate theories can lead to different approaches to practice, so that the social worker has to choose which is the right one (Walker and Crawford, 2010). Milner and OBryne (2002) argue that the theory, which provides the greatest insight and leads to an approach that meets the service users objectives, is the one to use. The problem with this is who decides which is the theory that gives the greatest insight, is it the social worker or managerial/government decision. If it is the latter then it disempowers the social worker. However, if it is the former it is dependent on the knowledge base of the social worker. Beckett and Taylor explain, Fortunately or unfortunately, no theory about human life can ever be completely objective or value free (2010 p.4). Human growth and development theories have been criticised for reflecting the dominant beliefs of the theorists society. As Thompson states, Theorising is by no means a pure activity, detached from the reality of the social and political world (1995, p.32). For example, Erikson, Levinson and Havighursts theories on adult stages of development have all been criticised This essay has noted some theories of human growth and development in aging. However, it is also important for a Social Worker in his/her practice to acknowledge that service users will have their own ideas to explain their circumstances and behaviour. As Gubrium and Wallace explain, We find that theory is not something exclusively engaged in by scientists. Rather, there seem to be two existing worlds of theory in human experience, one engaged by those who live the experiences under consideration, and one organised by those who make it their professional business systematically to examine experience (cited in Tanner and Harris, 2008 p.36). Erickson emphasised the need to look at a person as an individual and therefore, a social worker in his/her practice needs to take this into consideration, rather than trying to get a theory to fit the persons situation (Milner and OByrne, 2002). It is important for the social worker to be aware of anti-oppressive practice in considering a theoreti cal framework by not taking into account the service users views. S/he needs to be aware of his/her professional power and also the need to empower the service user in making decisions and changes (McDonald, 2010; Thompson, 2010). As shown, having a theoretical understanding of human growth and development can assist social work practice by legitimising the work done, giving the social worker confidence and providing a framework for the work. However, it is not the theoretical understanding itself that hinders practice but instead the application of the theory. Theory in practice is hindered by managerialism, the danger of anti-oppressive practice and limitations of social workers knowledge and experience .

The Percept of Pain Essay -- Biology Essays Research Papers

The Percept of Pain: Where does it come from? In class we have discussed the concept of pain, concluding that a conflict between what the brain anticipates occurring and what actually occurs has the potential to cause the perception of pain. Furthermore, it was suggested that genetics might have a role in the experience of pain, particularly when applied to the discussion of phantom limb pain. However, I found these inferences a bit unsatisfying and walked away with more questions than answers. Where does chronic pain come into the picture? Why is a stimulus that is painful for one person not for another? And the question that puzzled me the most: how, from a neurobiological perspective, can an individual experience pain in her arm if she was born without one? Pain, a component of the somatosensory system, is defined by the International Association for the Study of Pain as "an unpleasant sensory and emotional experience associated with actual or potential tissue damage, or described in terms of such damage" (1). The perception of pain serves as a defense system to maintain homeostasis, warning of injury that should be avoided and/or treated. Injured limbs actually inhibit voluntary movement to promote necessary healing processed (2). So essential is the painful response that those individuals born with congenital pain insensitivity do not react to pain, often resulting in severe, permanent tissue damage, and even premature death. A crucial concept in the definition of pain is that it is indeed a perception, therefore involving the brain's rumination and elaboration on corresponding input. This may be paralleled to another sensory perception, vision. Although the optic nerve head should cause a "hole" in an individual's... ...ally cynical about notions that are not physiologically observable, I am surprisingly excited by the idea of a neuromatrix and look forward to rethinking my pervious understandings of the nervous system's workings. It may be interesting to see how the I-function is involved with this process and why pain treatments such as biofeedback have been known to produce positive results. References This paper reflects the research and thoughts of a student at the time the paper was written for a course at Bryn Mawr College. Like other materials on Serendip, it is not intended to be "authoritative" but rather to help others further develop their own explorations. Web links were active as of the time the paper was posted but are not updated. Contribute Thoughts | Search Serendip for Other Papers | Serendip Home Page http://serendip.brynmawr.edu/cgi-bin/comments

HR Management and Motivation Essay

High employee motivation is a function of many internal and external factors and can be intrinsically or extrinsically led. Many employers feel that the real objective of the supervisor or HR manager is to ensure that employees are intrinsically motivated. This is because such an employee works hard on his job because he enjoys it and wants to do it, and he may continue to do so regardless of extrinsic rewards to a certain extent (Schop, 2). I myself faced a situation recently where I had immense drive and enthusiasm to do that work and it was majorly sourced by intrinsic motivation. One of my professors was starting a community welfare club and requested students to join in as volunteers. We had to go to different organizations that worked with special people and spend time with them and do various activities. I joined in as a volunteer as well and started at a school that worked for the rehabilitation of special children. The first day was an eye opener for me. There were kids of all ages there, handicapped in some way or the other, and yet they were the sweetest and the most adorable children. Not only had I felt thankful to God for making me such a complete human being and for bestowing such blessings on me, but I also felt deeply for those children. I started visiting them twice a week and did various different activities with them for hours. Time always flew by quickly and all the children would hug and kiss me when I was leaving. After leaving that place, I always felt a strange sense of tranquility over me and great personal satisfaction. It was a great feeling to be doing something for those who are less privileged than us. The love they showed me, the thankfulness in their gestures and the smiles in the eyes was enough to take me there every other day. I started to love spending time there with those people, and started to visit them more and more regularly, taking various things with me for them. From twice a week to thrice, I started spending ten to fifteen hours a week over there. This was all because I loved going there and enjoyed every minute I spent there. The pleasure, the comfort and the satisfaction after spending time there intrinsically motivated me. Seeing my dedication, my professor made me the leader of the volunteers working there, which added to my motivation. He gave me full autonomy and freedom to decide and plan activities, shifts and rotations. I had a chance to introduce more fun activities there for the children and plan the work of volunteers, and this also added to my motivation. Encouraging leadership and responsibility opportunities serves as one of the true motivators (N. a, 3) and proves to be very encouraging for the worker. Not only this, my professor also from time to time encouraged me and complimented me on my efforts. These things added to the drive I already had because the appreciation made me feel even nicer about my work. I was then asked to expand our volunteer network and organize a proper recruitment drive from various other schools and colleges. I planned the whole process with my team and we went to different institutions and did interviews. The entire responsibility for this was on me and I this again served as a great motivation tool. I started worked harder and harder on it and gave in my full energy and dedication to this activity. My professor was highly impressed by my drive and the contributions I was making to his cause. At the annual dinner for students, he gave me a certificate of appreciation for being the most effective contributor in front of the entire student and faculty body. I felt a great moment of pride at that point and it further instilled in me the drive to work for this cause. I still volunteer for the children and our network of volunteers, which started from fifteen students, has now expanded to over a sixty students. My motivation was highly intrinsic and self instilled because of the satisfaction I got from doing something for those people. But it was also complemented and enhanced by my professor who from time to time encouraged me, and added to my drive by giving me an opportunity to exercise freedom and autonomy. The reward in the end was an extrinsic tool that also encouraged me to further pursue it with more energy and enthusiasm.

The world of classical art Essay Example

The world of classical art Essay Example The world of classical art Essay The world of classical art Essay Essay Topic: Classical Orlando In a city known for artifice and family-friendly pleasure seeking, it seems to make sense that the world of classical art would collide with the world of the strangely fantastic.   While there are some that claim buildings such as the ones in Las Vegas, with its full-size replicas of pyramids and Venetian waterways, are devoid of artistic value or significance.   To a large degree, this perception is true, for there is little artistic value in simply copying the work of another for mass marketing purposes.   However, the building that houses Wonderworks in Orlando, Florida is far more than a mass marketed copy.   It is an original structure used to pique interest in science, and its building surely reflects its function.Walking down the tourist strip in Orlando is always an interesting thing to do, to see all the shops, restaurants, and various other attractions designed to pull the eye and the money of entertainment seekers.   While many think that Orlando is nothing but a n ode to Disney, the strip on International Drive is touristy, but largely free of the Disney magic.   However, there is a little magic on the strip, and it was on a trip down this stretch of artificial structures that I saw the most original structure of all in the form of the building created as the educational/recreational playground known as Wonderworks.Amongst the many other cookie-cutter tourist traps on the strip, Wonderworks sticks out like a sore, but highly interesting, thumb.   It is not meant to harmonize with its surroundings at all, but rather seeks to call attention to itself and the types of things that go on inside its walls.   The structure itself is situated right along the road, a multistory plantation-style white building, complete with four columns in the front and large arched windows.   It looks similar to the White House, and its tight symmetry suggests a heavy neoclassical influence.   A few special touches are the few palm trees positioned in the front and along the sides that give it a tropical feel so indicative of its Florida home, with all eyes drawn to the top of the building, which also just so happens to be its bottom.The building for Wonderworks is made to look like a giant colonial mansion dropped at a canted angle on top of a smaller, one-story brick warehouse from the 1930s.   The entrance to the main building is ground level, and cut into the top of the upside-down building.   Artistic embellishments such as cracks in the columns and the face of the building, along with a few feet of foundation at the top of the building make it seem as if it were just uprooted and slammed down.   The palm trees hang from this upside-down foundation, as well as lampposts near the upside-down door.   Real palm trees and manicured grass surround the entire structure, which faces one corner of the intersection, while the warehouse faces the other.   The fact that it is a perfectly normal-looking building that may be nothi ng more than a striking, old mansion on the strip is completely turned on its head, just like the building.   The result is something similar to the wonder that its name suggests, and the fact that it is so different is part of its disharmonious appeal.The nature of the Wonderworks building, as well as its location in the middle of tourist heaven, suggests that it was designed most likely by an anonymous designer working for a large firm sometime in the past few decades.   As there are a few other Wonderworks buildings scattered across the country, the design suggests that its form was consciously designed to echo the many scientific and interesting things that happened within its walls.   It is an example of form perfectly matching function, and makes the view question not only the creativity and architectural science that went into it, but also the line between art and homogenized culture.   Indeed, Wonderworks can be argued to be art or lowbrow entertainment, but the natu re of what it tries to accomplish can only be respected in its ideals, and therefore the building itself becomes far more credible and charming than any of the buildings by Vegas or Disney, as impressive as both locales are.Inside the Wonderworks building, there are many things, scientific and entertaining, that kids and adults will find interesting and educational.   The interior of the main building is also upside-down, and adds to the overall feeling of eccentricity and whimsy.   There are exhibits inside that allow a person to make giant bubbles, lay on a bed of nails, wear an astronaut suit, and scores of other interesting activities.   The unusual design of the building compliments perfectly its unique position the most offbeat attraction on the tourist strip, as well as the strange information it provides through its exhibits, like the number of teeth a mosquito has.   Though the building for Wonderworks was built in 1998, it recalls the classical style, and then turn s it upside-down in a post-modern way.   The fictional story behind the building is that it was once a top-secret lab from the Bermuda Triangle brought by a tornado to its final spot on top of the brick building.   While the story may be fictional, the impact the building has on those who see it is very real.Seeing the upside-down building immediately makes people feel happy when they see it, young and old, and it is difficult not to try to figure out exactly how they built it.   Because the attraction is in the middle of the touristiest part of Orlando, Florida, it is surrounded by a plethora of other attractions, including the many famous amusement parks only short drives down the highway.   However, the building for Wonderworks provides an experience that makes it one of the hidden gems of the area.   It is hard to visit Wonderworks and not come out feeling gratified that the day was spent exploring its interesting exhibits and architecture.Not only does the building in side and out echo its true purpose, but the nature of the building itself echoes its location in the middle of a city known for artifice, special effects, and entertainment.   But, still, Wonderworks manages to become something far more than another amusement for tourists, almost in the way a poem takes on different meanings to different readers.   Some may see it as an amusement park, a fake building, a mass-produced symbol of homogenized entertainment, while some may see it as an allegorical about American society.   And, even still, some may just see it as an interesting place to visit.