Reflection on aims and learning from course Creative, Cultural and Social Education Essay Example

Reflection on aims and learning from course Creative, Cultural and Social Education Essay When bearing in mind the needs of children, from nursery all the way through to secondary school many considerations need to be taken into account. It may be useful to reflect on Abraham Maslows hierarchy of needs, which can be divided into two main categories; survival needs including those which are physiological; need for food, liquid, oxygen and physical and psychological security and the second category which includes growth needs including love, self-esteem and self-actualisation. When considering the individual needs of children, teachers should think about the range of attributes and experiences, which children may bring to school and how this affects their differing educational, social and spiritual needs. Pollard Tann (1994) identifies various factors that contribute to these needs and the importance of respecting and considering all of them Factors such as sex, social class, race, language development, language styles, health and types of parental support are so numerous and complex in their effects that, although broad but important generalisations about patterns of advantage and disadvantage can be made it is foolish to generalise in specific terms about their ultimate consequences. (Pollard Tann 1994) Including all children involves valuing and using these attributes and experiences to enable each child to be respected as individuals and be given the maximum opportunity to progress. Many cultures provide rich sources of multiplicity. We will write a custom essay sample on Reflection on aims and learning from course Creative, Cultural and Social Education specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Reflection on aims and learning from course Creative, Cultural and Social Education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Reflection on aims and learning from course Creative, Cultural and Social Education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The different backgrounds people bring into the classroom can promote a varied learning experience for all children. The teachers bring along their own ideas, issues and plans, which may have an effect upon the teaching and learning qualities within the class. Additionally, the environment the children enter may be different to any other experience they have ever known. Culture affects everything people have, think and do as members of their society because material objects, ideas, values and attitudes, and normative or expected patterns of behaviour make up culture. Ferraro 1990:18) Due to the multi-faceted, multi-cultural society we live in, the school has a duty to plan for all of our children in order that they may play a fulfilling and dignified role within it, building on the strengths of cultural diversity. The National Advisory Council for Creative and Cultural Education (1999) (NACCCE) report upholds this view when suggesting that although schools are unable to guarantee to deliver an end to prejudice, they are in a position to help, inform and educate, therefore confronting prejudice and discrimination. (NACCCE 1999) The National Curriculum Handbook sets out the programme schools are required to teach. The Code of Practice 2000 details a continuum of need. Need can mean a variety of things and is not a unitary concept, though it does suggest a lack of something. Biologically we need food, shelter and warmth. Social needs however are the need for friends and acquaintances. When meeting these needs, the self-esteem needs, where being competent and recognised become important. In this way, needs may be seen in a variety of ways: physical, emotional, social, aesthetic, spiritual, intellectual (Maslow, cited in An Introduction to Teaching, Desforges,C. 1998) Culture can be concluded as a phenomenon that has an effect on everything. It can be defined in many ways. Culture is learned, not genetically inherited. An important definition of culture identified by Hofstede Culture is the collective programming of the mind which distinguishes the members of one human group from another. Hofstede (1980) Within the classroom the adults and children have different attitudes about their cultural identity, as perceived by them and by others. Though important to each individual, some may choose to change their own culture. In todays society this is possible, by marriage, education or immigration. Just by making the move to a neighbouring village or across the town can have an impact upon peoples own culture, changing it to whatever degree they may choose. Furthermore, some may wish to be included in more than one group, therefore becoming bicultural. Bicultural education should be an enriching experience, broadening the range of choice for cultural identity. Relations and interactions with predominant environments become inherited and remain part of the culture known and recognised. However, each generation adds something new of its own, which is then passed on, hence cultural shifts and temporal change. Each generation believes their culture to be the correct one, this may be when this is the only one learned, therefore, the indication that the need to educate our young people about diverse cultures and right and wrong is now, more than ever, a priority. This is critical when culture prescribes the behaviour that may be considered acceptable within a social group. In order that children understand the influence the past has upon the present they need to engage in historical debate. The NACCCE report further emphasises this point whilst discussing change a knowledge of the past is essential to understanding the present (NACCCE 1999), this may then help them to consider how they may influence the future (Cogan 2000). This could be in relation to environmental factors such as global, pollution and conflict between nations, not merely a political exercise. (Cogan 2000) By encouraging responsible behaviour both in and outside the classroom childrens self confidence is increased and they begin to develop social and moral responsibilites towards authority and each other. The development of links between learning that takes place in the confines of the classroom and the outside world will help children to appreciate their role as citizens. Encouraging the development of enquiry, teaching children how to communicate for different arenas and participate across a wide range of experiences will further extend childrens knowledge about what kind of citizen they want to be and indeed can be. However, due to media coverage and as a result of personal experiences it is clear that there has been a decline in the process of encouraging positive citizenship roles to the younger generation. This is further reported by the government within the Crick report (1998) and is the reason why it is now at the forefront of the education process to encourage the development of citizenship. Reports such as the Crick report have been processed to highlight the requirement of such a subject to hit right across the curriculum. Citizenship is now statutory at key stages three and four, and guidelines exist for key stages one and two. Within my current workplace citizenship has been allocated one hour per week teaching time as the headteacher recognises the importance of an early start to educating children of the role they will play in later life within society. The NACCCE outlined the importance of teaching for todays society The Government is committed to planning an education service that will meet the challenges of the twenty-first century (NACCCE 1999). Previously, provision was through general guidelines. The guidelines sought to establish development through a cross-curricular approach. Ensuring awareness was extended beyond subject knowledge in order to create a broad and balanced curriculum. A report for the Qualification and Curriculum Authority (QCA) Citizenship and Personal Social and Health Education (PSHE) Team produced by Jean Rudduck, (March 2003) cited in Erickson and Schultz (1992) highlighted the importance of such work in developing pupils identity. Jackson (1922) suggests that developing voice is an important way of helping young people form a critical awareness of their own ends, means and capacities in learning an echo of the argument put forward in support of citizenship education. Schools councils may well provide this outlet for developing voice. Both in primary and secondary, schools councils are becoming more prevalent. Moreover their powers are affecting the culture of schools. However this may depend upon the school. The management of the school council may indeed have an effect on how successful it is. Some schools may hold the council as a show of tokenism. Children may well be seen to have a voice, however they have little or no choice in the issues discussed. They may not be encouraged or even allowed to formulate their own opinions. Hart emphasises this point in exclaiming that adults may be manipulative in using the childrens voices to carry out their work (Hart 1992). Newly qualified headteachers are beginning to convey in schools new initiatives and think about how schools can be enriched by providing a variety of learning. As further education and teacher training take into account research into childrens learning and the many documents published for example the Crick Report and the NACCCE report. Childrens learning can be enhanced by using a variety of strategies which develop and encourage creativity. Creativity is the theoretical framework that underpins practice. According to Peter Jenkinson (2002), creative partnership is potentially one of the most powerful programmes linking culture and education in a generation. He continues that it will provide significant shifts in schools and in the creative and cultural community. Everyone has the right to access and participate in culture, and that education understood in its broadest sense should be a key priority for all creative and cultural organisations Jenkinson, P. (2002) The NACCCE report (1999) proposes that creative and cultural education are related, creativity drawing from cultural contexts and culture a product of the complexity and diversity of human creativity. It is therefore a must that educationalists recognise this and promote them through the school curriculum (NACCCE 1999) In order for this to happen planning must be part of the process and considered in the learning outcomes. However, this can cause difficulties. The teachers hours of teaching are carefully monitored, it is very difficult for them to have the time to plan for each subject to involve so many different areas, even the most experienced teachers have difficulty. Over the previous years the focus has changed and more innovative teaching is looked for, teaching which Provides a broad range of worthwhile curricular opportunities that cater for the interests, aptitudes and particular needs of pupils taking particular account of the effect of any innovative practice Ofsted (2003) Though, the internet does provide a rich source of information. Help with planning cross-curricular work is also included in the unit plans issued by the QCA. The Office for Standards in Education (Ofsted) is looking for evidence of this when observing schools. The framework for inspecting schools sets out guidelines; within this framework they set out the criteria in which they will inspect. Of particular significance is the detailed look at childrens relationships, the organisation of the classroom and seating in groups of children, termed streaming in some schools. Such elements may be included under the term hidden curriculum. Kelly emphasises that the hidden curriculum is those things which students learn because of the way in which the work of the school is planned and organised but which are not in themselves overtly included in the planning or even in the consciousness of those responsible for the school arrangements (Kelly 1988:8). This would agree with the findings of Roland Meighan (1981: 52) when he suggests that the hidden curriculum may be all the other things that are learnt during schooling in addition to the official curriculum cited in The Morality of The School Bottery, M. (1990). It is important to identify the significance of balancing the needs of the individual with those of society. According to Sugrue (1997) the teacher has responsibilities not only to the children, but also to society by shaping learners into good citizens and educating them in cultural traditions. Childrens needs and interests must be tempered by social requirements (Sugrue 1997) In conclusion teachers must be aware that they are contributing to tomorrows society and therefore children have a right to fulfill their potential. Schools are required to encourage learning that enables the children to succeed with societys requirements. Sugrue (1997) debates Entwistles (1970) ideas Respect for individual difference must be protected and promoted, needs and interests recognised, while wider social interests and responsibilities cannot be ignored. Reflection on aims and learning from course Creative, Cultural and Social Education Essay Example Reflection on aims and learning from course Creative, Cultural and Social Education Essay When bearing in mind the needs of children, from nursery all the way through to secondary school many considerations need to be taken into account. It may be useful to reflect on Abraham Maslows hierarchy of needs, which can be divided into two main categories; survival needs including those which are physiological; need for food, liquid, oxygen and physical and psychological security and the second category which includes growth needs including love, self-esteem and self-actualisation. When considering the individual needs of children, teachers should think about the range of attributes and experiences, which children may bring to school and how this affects their differing educational, social and spiritual needs. Pollard Tann (1994) identifies various factors that contribute to these needs and the importance of respecting and considering all of them Factors such as sex, social class, race, language development, language styles, health and types of parental support are so numerous and complex in their effects that, although broad but important generalisations about patterns of advantage and disadvantage can be made it is foolish to generalise in specific terms about their ultimate consequences. (Pollard Tann 1994) Including all children involves valuing and using these attributes and experiences to enable each child to be respected as individuals and be given the maximum opportunity to progress. Many cultures provide rich sources of multiplicity. We will write a custom essay sample on Reflection on aims and learning from course Creative, Cultural and Social Education specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Reflection on aims and learning from course Creative, Cultural and Social Education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Reflection on aims and learning from course Creative, Cultural and Social Education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The different backgrounds people bring into the classroom can promote a varied learning experience for all children. The teachers bring along their own ideas, issues and plans, which may have an effect upon the teaching and learning qualities within the class. Additionally, the environment the children enter may be different to any other experience they have ever known. Culture affects everything people have, think and do as members of their society because material objects, ideas, values and attitudes, and normative or expected patterns of behaviour make up culture. Ferraro 1990:18) Due to the multi-faceted, multi-cultural society we live in, the school has a duty to plan for all of our children in order that they may play a fulfilling and dignified role within it, building on the strengths of cultural diversity. The National Advisory Council for Creative and Cultural Education (1999) (NACCCE) report upholds this view when suggesting that although schools are unable to guarantee to deliver an end to prejudice, they are in a position to help, inform and educate, therefore confronting prejudice and discrimination. (NACCCE 1999) The National Curriculum Handbook sets out the programme schools are required to teach. The Code of Practice 2000 details a continuum of need. Need can mean a variety of things and is not a unitary concept, though it does suggest a lack of something. Biologically we need food, shelter and warmth. Social needs however are the need for friends and acquaintances. When meeting these needs, the self-esteem needs, where being competent and recognised become important. In this way, needs may be seen in a variety of ways: physical, emotional, social, aesthetic, spiritual, intellectual (Maslow, cited in An Introduction to Teaching, Desforges,C. 1998) Culture can be concluded as a phenomenon that has an effect on everything. It can be defined in many ways. Culture is learned, not genetically inherited. An important definition of culture identified by Hofstede Culture is the collective programming of the mind which distinguishes the members of one human group from another. Hofstede (1980) Within the classroom the adults and children have different attitudes about their cultural identity, as perceived by them and by others. Though important to each individual, some may choose to change their own culture. In todays society this is possible, by marriage, education or immigration. Just by making the move to a neighbouring village or across the town can have an impact upon peoples own culture, changing it to whatever degree they may choose. Furthermore, some may wish to be included in more than one group, therefore becoming bicultural. Bicultural education should be an enriching experience, broadening the range of choice for cultural identity. Relations and interactions with predominant environments become inherited and remain part of the culture known and recognised. However, each generation adds something new of its own, which is then passed on, hence cultural shifts and temporal change. Each generation believes their culture to be the correct one, this may be when this is the only one learned, therefore, the indication that the need to educate our young people about diverse cultures and right and wrong is now, more than ever, a priority. This is critical when culture prescribes the behaviour that may be considered acceptable within a social group. In order that children understand the influence the past has upon the present they need to engage in historical debate. The NACCCE report further emphasises this point whilst discussing change a knowledge of the past is essential to understanding the present (NACCCE 1999), this may then help them to consider how they may influence the future (Cogan 2000). This could be in relation to environmental factors such as global, pollution and conflict between nations, not merely a political exercise. (Cogan 2000) By encouraging responsible behaviour both in and outside the classroom childrens self confidence is increased and they begin to develop social and moral responsibilites towards authority and each other. The development of links between learning that takes place in the confines of the classroom and the outside world will help children to appreciate their role as citizens. Encouraging the development of enquiry, teaching children how to communicate for different arenas and participate across a wide range of experiences will further extend childrens knowledge about what kind of citizen they want to be and indeed can be. However, due to media coverage and as a result of personal experiences it is clear that there has been a decline in the process of encouraging positive citizenship roles to the younger generation. This is further reported by the government within the Crick report (1998) and is the reason why it is now at the forefront of the education process to encourage the development of citizenship. Reports such as the Crick report have been processed to highlight the requirement of such a subject to hit right across the curriculum. Citizenship is now statutory at key stages three and four, and guidelines exist for key stages one and two. Within my current workplace citizenship has been allocated one hour per week teaching time as the headteacher recognises the importance of an early start to educating children of the role they will play in later life within society. The NACCCE outlined the importance of teaching for todays society The Government is committed to planning an education service that will meet the challenges of the twenty-first century (NACCCE 1999). Previously, provision was through general guidelines. The guidelines sought to establish development through a cross-curricular approach. Ensuring awareness was extended beyond subject knowledge in order to create a broad and balanced curriculum. A report for the Qualification and Curriculum Authority (QCA) Citizenship and Personal Social and Health Education (PSHE) Team produced by Jean Rudduck, (March 2003) cited in Erickson and Schultz (1992) highlighted the importance of such work in developing pupils identity. Jackson (1922) suggests that developing voice is an important way of helping young people form a critical awareness of their own ends, means and capacities in learning an echo of the argument put forward in support of citizenship education. Schools councils may well provide this outlet for developing voice. Both in primary and secondary, schools councils are becoming more prevalent. Moreover their powers are affecting the culture of schools. However this may depend upon the school. The management of the school council may indeed have an effect on how successful it is. Some schools may hold the council as a show of tokenism. Children may well be seen to have a voice, however they have little or no choice in the issues discussed. They may not be encouraged or even allowed to formulate their own opinions. Hart emphasises this point in exclaiming that adults may be manipulative in using the childrens voices to carry out their work (Hart 1992). Newly qualified headteachers are beginning to convey in schools new initiatives and think about how schools can be enriched by providing a variety of learning. As further education and teacher training take into account research into childrens learning and the many documents published for example the Crick Report and the NACCCE report. Childrens learning can be enhanced by using a variety of strategies which develop and encourage creativity. Creativity is the theoretical framework that underpins practice. According to Peter Jenkinson (2002), creative partnership is potentially one of the most powerful programmes linking culture and education in a generation. He continues that it will provide significant shifts in schools and in the creative and cultural community. Everyone has the right to access and participate in culture, and that education understood in its broadest sense should be a key priority for all creative and cultural organisations Jenkinson, P. (2002) The NACCCE report (1999) proposes that creative and cultural education are related, creativity drawing from cultural contexts and culture a product of the complexity and diversity of human creativity. It is therefore a must that educationalists recognise this and promote them through the school curriculum (NACCCE 1999) In order for this to happen planning must be part of the process and considered in the learning outcomes. However, this can cause difficulties. The teachers hours of teaching are carefully monitored, it is very difficult for them to have the time to plan for each subject to involve so many different areas, even the most experienced teachers have difficulty. Over the previous years the focus has changed and more innovative teaching is looked for, teaching which Provides a broad range of worthwhile curricular opportunities that cater for the interests, aptitudes and particular needs of pupils taking particular account of the effect of any innovative practice Ofsted (2003) Though, the internet does provide a rich source of information. Help with planning cross-curricular work is also included in the unit plans issued by the QCA. The Office for Standards in Education (Ofsted) is looking for evidence of this when observing schools. The framework for inspecting schools sets out guidelines; within this framework they set out the criteria in which they will inspect. Of particular significance is the detailed look at childrens relationships, the organisation of the classroom and seating in groups of children, termed streaming in some schools. Such elements may be included under the term hidden curriculum. Kelly emphasises that the hidden curriculum is those things which students learn because of the way in which the work of the school is planned and organised but which are not in themselves overtly included in the planning or even in the consciousness of those responsible for the school arrangements (Kelly 1988:8). This would agree with the findings of Roland Meighan (1981: 52) when he suggests that the hidden curriculum may be all the other things that are learnt during schooling in addition to the official curriculum cited in The Morality of The School Bottery, M. (1990). It is important to identify the significance of balancing the needs of the individual with those of society. According to Sugrue (1997) the teacher has responsibilities not only to the children, but also to society by shaping learners into good citizens and educating them in cultural traditions. Childrens needs and interests must be tempered by social requirements (Sugrue 1997) In conclusion teachers must be aware that they are contributing to tomorrows society and therefore children have a right to fulfill their potential. Schools are required to encourage learning that enables the children to succeed with societys requirements. Sugrue (1997) debates Entwistles (1970) ideas Respect for individual difference must be protected and promoted, needs and interests recognised, while wider social interests and responsibilities cannot be ignored.

Learning How and When to Say No

Learning How and When to Say No Learning to say no to people is one of the best things you can do for yourself, yet many people find it extremely difficult. Why? Because they want to be liked. The ironic thing is, people will like you better and respect you more if you say no when its appropriate! Why Say No 1. People will respect you. People who say yes to everything in an attempt to be liked are quickly recognized as pushovers. When you say no to someone you are letting them know that you have boundaries. You are showing that you respect yourselfand that is how you gain respect from others. 2. People will actually see you as more dependable. When you say yes only when you have the time and true ability to do a great job, then youll gain a reputation for being dependable. If you say yes to everything, youre bound to do a bad job at everything. 3. When youre selective with your tasks, youll sharpen your natural strengths. If you concentrate on the things youre good at, youll be able to improve on your natural talents. For example, if youre a great writer but youre not so great as an artist, you may volunteer to write speeches but you shouldnt sign up to make the posters for your club. Concentrate on your strength and build your skills (and your experience) for college. 4. Your life will be less stressful. You may be tempted to say yes to people in order to please them. In the long run, youre only hurting yourself and others when you do this. You stress yourself out by overloading yourself, and you experience increased stress when you realize youre bound to let them down. When to Say No First lets point out the obvious: Do your homework. You should never say no to a teacher, friend, or family member who is merely asking you to live up to your responsibilities. Its not okay to say no to a class assignment, just because you dont feel like doing it for some reason. This is not an exercise in cockiness. It is OK to say no when somebody is asking you to step outside your true responsibilities and outside your comfort zone to take on a task that is dangerous or one that will overload you and affect your academic work and your reputation. For example: If a teacher suggests that you become the president of a club that he or she is advising, but your schedule is already over-packed.If a popular athlete asks you to help with his/her homework and you dont have time.If anybody asks you to do their homework for them.If anybody asks you to give them information that was on a test (if they have a later class with the same teacher). It can be very difficult to say no to somebody whom you really respect, but youll find that you actually gain respect from them when you show enough courage to say no. How to Say No We say yes to people because its easy. Learning to say no is like learning anything: it seems really scary at first, but its so rewarding when you get the hang of it! The trick to saying no is doing it firmly without sounding rude. You must avoid being wishy-washy. Here are some lines you can practice: If a teacher asks you to take on more responsibility than you need: Thank you for thinking of me, but I will have to say no. Im just over-scheduled at this time.If a teacher asks you to do something you dont feel comfortable with: This sounds like it would be a great opportunity for somebody, but its not right for me.If somebody wants you to cheat: Sorry, I dont share my homework. That would get us both in trouble.If somebody tries to push work off on you: I just dont have the time to do a good job at that right now.If somebody tries to overload you with a task: I cant do that because I have an assignment due tomorrow.If somebody tries to unload a problem on you: I understand your situation, but I dont have an answer for you. When You Have to Say Yes There will be times when you want to say no but you can’t. If youre working on a group project, you have to take on some of the work, but you dont want to volunteer for everything. When you have to say yes, you can do it with firm conditions. A conditional yes may be necessary if you know you should do something but you also know you dont have all the time or resources. An example of a conditional yes is: Yes, Ill make the posters for the club, but I wont pay for all the supplies. Saying no is all about gaining respect. Gain respect for yourself by saying no when its necessary. Gain the respect of others by saying no in a polite way.

Listing of Atlantic 2016 Hurricane Names

Listing of Atlantic 2016 Hurricane Names Below you will find the listing of hurricane names for the Atlantic Ocean for the year 2016. For every year, there is a pre-approved list of tropical storm and hurricane names. These lists have been generated by the National Hurricane Center since 1953. At first, the lists consisted of only female names; however, since 1979, the lists alternate between male and female. Hurricane Naming Conventions Hurricanes are named alphabetically from the list in chronological order. Thus the first tropical storm or hurricane of the year has a name that begins with A and the second is given the name that begins with B. The lists contain hurricane names that begin from A to W, but exclude names that begin with a Q or U. There are six lists that continue to rotate. The lists only change when there is a hurricane that is so devastating, the name is retired and another hurricane name replaces it. Thus, the 2016 hurricane name list is the same as the 2010 hurricane name list but after the 2010 hurricane season, there may be changes to the list if names are retired so check back after the 2010 hurricane season. 2016 Hurricane Names AlexBonnieColinDanielleEarlFionaGastonHermineIgorJuliaKarlLisaMatthewNicoleOttoPaulaRichardSharyTomasVirginieWalter

Aquarius Advertising Agency Case Analysis Article

Aquarius Advertising Agency Case Analysis - Article Example Their second goal is to develop media plans for billboards, television, newspaper, internet and radio. A subsidiary goal is in marketing, distribution and research marketing of effective adverts. The culture of the organization is centred on a traditional model characterized by interactive communication between account managers and clients. Moreover, the technology is consistent with current information technology equipment such as computers for emailing and advert design, as well as telephones for contacting clients. The matrix organizational structure would not be a feasible option for Aquarius. Foremost, the option would be a very expensive option to maintain in the case of Aquarius. The major reason is that Aquarius is involved in the advertisement industry accustomed with frequent turnover of clients. Consequently, there fluctuations in its profit margins would experience financial strain in maintaining the matrix structure. A further disadvantage of the structure is that it would worsen the internal conflict in communication that Aquarius has experienced and attempting to resolve. This is because the matrix structure is consistent with dual reporting and accountability to seniors. As a result it would create confusion among subordinates regarding their directing

The Virgin and Child with Saint Anne by Da Vinci and the Virgin by Term Paper

The Virgin and Child with Saint Anne by Da Vinci and the Virgin by Roger van der Weyden - Term Paper Example The paper "The Virgin and Child with Saint Anne by Da Vinci and the Virgin by Roger van der Weyden" compares two paintings, The Virgin and Child with Saint Anne by Leonardo da Vinci and St. Luke Drawing the Virgin by Roger van der Weyden. The compare and contrast study of the works The Virgin and Child with Saint Anne by Leonardo da Vinci and St. Luke Drawing the Virgin by Roger van der Weyden prove that Leonardo da Vinci’s work is symbolic of the origin of Renaissance art and Roger van der Weyden’s work is symbolic of the growth and development of art. In this essay, the subject under discussion is divided into two: compare and contrast study (visual effect, content) and discussion (significant influences on the artists’ painting styles). One can easily identify that the work The Virgin and Child with Saint Anne is visually rich because the same deals with life. Joanne Mattern pointed out that, â€Å"The painting depicts the Virgin Mary, the baby Jesus, and Sai nt Anne†. The work is visually attractive because the same is interconnected with the events that can be seen in daily life. Comparing with Leonardo da Vinci’s work, the visual effect of the work St. Luke Drawing the Virgin by Roger van der Weyden is not much attractive, but the same deals with a Biblical theme. For instance, St. Luke’s presence in the painting is symbolic of religious significance, not motherly love. But in the painting The Virgin and Child with Saint Anne, St. Anne enjoys her grandchild’s playful attitude. ... On the other side, Roger van der Weyden selected religious iconography as the theme of his work and it influenced the visual effect of the same. Fred S. Kleiner stated that, â€Å"The panel depicts the patron saint of painters drawing the Virgin Mary using a silver point (a sharp stylus that creates a fine line)† (406). In the painting St. Luke Drawing the Virgin, both St. Anne and the Virgin Mary symbolize motherly love and affection toward humanity in general. In Leonardo da Vinci’s work, infant Jesus’ attitude towards the lamb is symbolic of the hardships to be suffered by him in future. So, Leonardo da Vinci’s work’s content is interconnected with the Holy Bible. Similar to Leonardo da Vinci’s work, Roger van der Weyden made use of Christianity as the theme, but he altered the content to a different level. For instance, Saint Luke’s presence in the work is symbolic of artistic creativity. On the other side, Virgin Mary and infant J esus are symbolic of Christian faith. So, one can easily identify that Roger van der Weyden’s work is an amalgamation of artistic creativity and Christian faith. B. Discussion: Leonardo da Vinci’s painting style is deeply influenced by his master Verrocchio. At the same time, his interest in sculpture and architecture influenced his painting style. Besides, his paintings are symbolic of the relationship between human beings and Mother Nature. Frank Zollner stated that, â€Å"Besides studies of the models usually found in artist’s workshops, Leonardo also made equally important studies from nature† (8). For instance, Leonardo da Vinci made use of the background of his works to portray nature. At the same time, the influence of science can be seen in his artworks. His works are

Effect of Playing in a Childs Life :: essays research papers

What effects does play have on a child’,s life? Does it give a big role to a child’,s life? Play benefits a child mentally, emotionally, and socially as it helps the child’,s development during the childhood stage. A child develops mental skills through play by language, infants learn words through friends and hearing words spoken. They can use words to point out favorite toys and activities. They can also use words to express their feelings and emotions. The second one is the ability to learn shapes, infants and toddlers can be introduced with puzzle shapes and pictures for it will help them to identify all the things around them. And the third one is colors for a child can learn colors through coloring, picture books, puzzles, and paints, that adds up the creativeness and the artistic nature of a child. A child develops emotional skills is first by means of having fun cause for a child to express happiness and pleasure in an activity is a start for a healthy life. There is a need for any child to express themselves with school or at home. They learn to play by themselves or with special people in their life. The second is playing with others. A child learns to play with friends, relatives, or parents to bond with other children their age. Third is expressing feelings. To express how they feel through sadness, anger through role-play. And in terms of Developing Social Skills the first is taking Turns and Sharing. In this learning take turns with blocks or colors or by sharing toys at home or in school. Learning to share is a big step with little ones. The next one is cooperating, learning to cooperate by working with teachers and friends. Cooperating with parents at home.

Eliot Spitzer Case Essay

Eliot Spitzer, attorney general of New York Investment Protection Bureau, was the leading regulator who changed the way many Wall Street firms do business. What he accomplished was nothing short of extraordinary – he has not only stood up for the investors against Wall Street giants, but he did so in such an aggressive but rightful manner that required much courage and sophistication. Many criticized Spitzer for his overly aggressive indictments and actions against Wall Street firms, which consisted releasing the Merrill Lynch’s incriminating emails on the national television as well as releasing firms’ civil charges to public before the court ruled on the case. However, his rationale behind it was that many Wall Street firms have taken shelters under legal settlements – usually led by SEC or other government regulation agencies – that would withhold the scandalous details of their charges and only require firms to pay some fines. These firms’ reputations would remain intact and the public would not have any awareness of the â€Å"corrupt business models† that many of these firms have been practicing. That is why many firms continue to make fraudulent, deceitful deals that would rip off their clients, and drive up their profitability, knowing that the worst case scenario is them getting caught and having a pay some type of fine to settle the case. Therefore, Spitzer releasing the incriminating details of Wall Street firms to the public, though a bit unorthodox, is fair in my opinion. He did so for a rightful reason – to use the power of publicity to implant fears of committing frauds into Wall Street executives’ minds. He wanted to build a stronger deterrent against Wall Street firms’ ill practices. In addition to that, Spitzer’s actions are also legitimized by a rarely known New York State law called Martin Act. This Act, once invoked by attorney general, can prohibit a firm from continuing its allegedly fraudulent practices. Attorney generals can then immediately expose the situation to the public while continue their investigation and gather more information until they are ready to file suit – which can be civil or criminally – against the firm. The act itself is designed to prevent fraud and deceitful practices. Spitzer used the Martin Act as his strongest vehicles to punish the di shonest Wall Street firms. Of course, no firms are â€Å"corrupt† by nature. Matter in fact, most of the Wall Street firms have Code of Ethics and Control systems in place to prevent their employees to practice fraudulently. However, the main problem is that although these policies are well-written in form, not much effort is spent by the firms to actually implement these policies and codes. For example, Merrill Lynch had policies requiring equities analysts to be totally objective, and yet most of its investment bankers acted as salesperson by manipulating reports on stock to attract and keep clients. Most of the fraudulent transactions were able to take place in these sophisticated, well-built Wall Street firms because these firms lacked strong internal control. The high incentive to generate revenue at all costs, the lack of transparency and information flow, and confusing ethical standard all contributed to the interest-conflicting corporate culture that many Wall Street firms have but refuse to ack nowledge. To have a strong internal control, the utmost important component is the â€Å"tone at the top† – a solid corporate governance. Strong corporate governance leads to a healthy control environment, which can really define the way a company functions and whether employees act on behalf of the best interest of the shareholders and clients. Aside from setting the mission statements, the top management should emphasize and enforce the values in professional integrity and ethical standard. Firms should set up proper Human Resource (HR) policies and training to make sure they have hired the right people who will do the right things. One of the major weaknesses in many Wall Street firms is their compensation structures. Many, if not all, Wall Street employees are rewarded by how much revenue they generate for the firm instead of the quality of service they provide to the customers. That is why investment bankers and stock analysts do not feel bad when they sold â€Å"junk† stocks to unsophisticated buyers as they are receiving multi-million dollars for doing so. Nonetheless, it is this form of distorted incentive that has pressured many to do unethical things even when they did not want to. Henry Blodget of Merrill’s Internal Research Group awarded InfoSpace highest recommended stock rating because Merrill’s Investment Banking (IB) division had an affiliation with an internet company that InfoSpace was going to acquire. He was pressured by the IB division, and eventually cooperated despite disagreeing because he was â€Å"paid to do so†. For â€Å"contributing† to Merrill’s IB operations, Henry’s annual â€Å"guaranteed† minimum cash bonus drastically increased from $3 million in 1999 to $12 million in 2001. HR should make more commitment to employee competence and evaluate them on the basis of the service quality instead of the profit-driven criteria. A better performance evaluation procedure can definitely enforce more ethical behaviors and due diligence within the firms. For many of these fraudulent practices to take place undetected and undeterred, it is clear that Wall Street firms also lacked check and balance. Have they properly enforced segregation of duties, authorization procedure, and documentation, it would make it much harder for these fraudulent transactions to go through. Analysts would review each other’s work to make sure trades are fairly assessed and authorized by the right senior personnel. Documentations are made so it would be easy for the manager to follow and back track the trade. Also more than one group of people would be working on the trade so they can all take responsibility for it if anything goes wrong. With proper check and balance, people would have less leeway to make ill-advised deals to the investors knowing that there are extra sets of eyes watching over them. These internal controls would have detected and prevented fraudulent transactions before they even had a chance to proceed. Wall Street firms would not have to worry about getting caught by the external parties – such as Spitzer’s and his crew – and face charges and public humiliation. In the 60 minute video we watched last class, Henry Markopolous complained about relative lack of action by SEC in moving to stop the Madoff scandal in its tracks. This point was reiterated again in this case as SEC played a rather passive role in the Merrill scandal as well as other fraud investigations Spitzer was involved in. It just seems that because SEC does an enormous number of investigations, it sets the limit of what it can do in terms investigation scope and response time to the fraud. Therefore, it made a strong enforcers like Spitzer even more if an important role for the public investors. Comparing to SEC’s long, formal procedure that requires committee voting to even issue a subpoena, Spitzer’s attorney generals’ office was a much more flexible, agile place where they can file suit with the court to take actions against fraud in a very short period of time. Spitzer’s use of publicity, although triggers criticisms such as â€Å"subverts due process to release undigested investigative files to the media before charges are filed†, was Spitzer’s way to show public the â€Å"shocking betrayal of trust† of some trusted Wall Street firms and allow the public to know what was going on. Given the authority by the Martin Act, Spitzer was able to sue the firms criminally as well, which means death sentence to any corporation. Nonetheless, Spitzer has never done so because his ultimate goal was not to â€Å"kill† the firm, but to rather remove the â€Å"tainted spots† from the firm, whether it is its CEO or any other executive position, so the firms can learn their lesson and become better corporate citizens – a result that ordinary settlements often fail to achieve. Therefore, I would conclude that Eliot Spitzer’s actions regarding Wall Street regulation were appropriate. Despite his sometime s extreme measures, no firms bankrupted and no employees lost their jobs. His greatest accomplishment came when he pushed Wall Street to its greatest reform since the Great Depression. On 2002, SEC, regulators, and the ten largest Wall Street firms agreed in principle to revise firms’ compensation plan to avoid conflicts of interest that have affected the research analysts’ independence and objectivity. The â€Å"Global Settlement† in 2003 has brought Wall Street giants – such as Credit Suisse First Boston, Merrill Lynch, and Salomon Smith Barney – to their knees with fraudulent charges which required a total of $1.4 billion fine to resolve the case. Spitzer has done the right thing to reform the Wall Street into a much more trustworthy business environment that would enhance the wellbeing of both investors and employees. It is clear that who is on the right side. Eliot did the right thing, given this authority by the Martin Act, to show It is a duty of a voter. And he used the authority for a good cause, which pushed Wall Street as SEC, Spitzer, I think Spitzer’s practices are fair because although he has the authority to He never did so because, but to rather allow the firms to learn their lesson –The Wall Street was successfully pushed to a reformation with his effort, and made it The problem with SEC is its conservative approach toward fraudsters. They are slow at reacting to frauds. Has too many investigations SEC has to handle. SEC has a formal procedures requiring the staff to vote from the five-member commission first to issue subpoenas and then to file suit. The enforcement and regulations were separate divisions in SEC: enforcers tended to focus on individual cases of wrongdoing while regulators looked at the overall pictures. Compare to SEC, Spitzer looked at both, and the attorney general’s office was a flexible, agile place where they can file an affidavit with the court at a very short time.