Arts education interpretation activity Essay Example | Topics and Well Written Essays - 4000 words

Arts education interpretation activity - Essay Example ging from English proficiency to mathematics, however this fails to address the psychological and sociological problems that often serve as the catalyst for re-offending. In order to get to the root of what actually drives prisoner desire to continue a life of criminal behaviour, there needs to be more focus on establishing relationships with habitual offenders to alter these behaviours that pose risk and danger to the whole of society. This serves as the appropriate rationale for the development and launch of an arts education program. Art education, at is foundations, delivers on social justice by promoting social inclusion, establishing emotional intelligence for cultural diversity, and also promotes a desire within arts-educated individuals to continue pursuing life-long learning. Why is this? Arts education inspires a sense of social inclusion for those in the prison system who currently feel alienated and shunned from the rest of society (Kotler Trust 2013). Prisoners can be taught the fundamentals of higher education routinely, which would certainly build their competencies in mastering knowledge. However, only arts education maintains the potential to alter social attitudes and create important psychological connections between culture and the self, thereby inspiring an individual within the prison system to explore maximising their own potential. This proposed arts education pack is designed to build psych o-social strengths within conflicted and frustrated prison populations for long-term rehabilitative outcomes and removing risks from society from those prisoners unable to find appropriate cultural connections that motivate compliance with the social order. The term arts can be interpreted in many ways, including tangible renditions of sculpture, paintings, and music. For this arts education program, however, the intangibles of arts as it pertains to cultural awareness and cultural inclusion make up the foundation of how this education program will be

Apply effective communications techniques in a simulated interaction, Essay

Apply effective communications techniques in a simulated interaction, using appropriate tone and grammar - Essay Example One of the reasons that you are able to motivate the workers is due to your great leadership skills. Leadership can be defined as establishing direction and influencing others to follow that direction (Cliffnotes, 2013). Your leadership abilities have helped guide the company in the right direction. People with great leadership abilities are able to motivate the staff to achieve a higher level of performance that translates in greater productivity at the firm. Despite all your strengths as a manager there are areas in which you can improve in order to become a better leader. I have noticed that you barely ever ask for the input of the employees and that you always seem to want to do a wide variety of work tasks alone. A way for you to become a better leader is by having more confidence in the employees. This can be achieved by delegating responsibilities to the floor employees. The use of delegation increases the job satisfaction of employees because the workers feel that the company believes in their abilities to performed different work

The novel prepare you for the Ending Essay Example for Free

The novel prepare you for the Ending Essay This is a lot like Hemmingways style of writing. It is written in a sort of a list. In the first chapter, before Lennie and George appear, the descriptions of the environment are lazy and languid. This is used to calm you and make you picture the environment as a natural environment, which it is. But all of a sudden, when Lennie and George appear in the chapter, all the sentences go short. The lazy languid sentences that were being used before are now short and sharp sentences. The vowels are also shorter than before. This is repeated as well in the setting before Lennie kills Curlys wife. Nothing changes when he starts stroking her hair but as soon as she says, Look out, now, youll muss it. The sentence structure changes yet again. This is because when she says that quote, she is nervous. It is the first sign that she is nervous Therefore the environment is disturbed so all the sentences that were long, are now short and sharp. Plot-Development In this paragraph I am going to be talking about how certain events work up to prepare you for the ending of the novel. One of the main obvious examples of plot-development, is a cycle of animals that Lennie slowly works through. First, Lennie starts off with a mouse, Uh-uh. Jus a dead mouse, George. I didnt kill it. Honest! I found it, I found it dead. This is what Lennie says to George when George finds a dead mouse which Lennie is stroking with his thumb. Later in the novel, in the barn, Lennie kills a puppy, He was so little, said Lennie. I was jus playin'. This is what Lennie says to Curlys wife, coincidently, just before she dies. Going by what he said, I dont believe that Lennie killed it purposely because he sounds sincere. Finally, this is what Lennie says to George when he sees him at the Salinas River. I done another bad thing. I think that Lennie knows what he has done is wrong but not what is going to happen to him. Curlys wife is also another example of the plot developing which leads to the ending. Her interest in Lennie starts off as a simple interest but because Lennie seems really interested in her, she becomes more interested. Also I think that Curlys wifes view of Lennie crushing Curlys hand was a sign of him protecting/defending her. This makes her interest in him develop some more. This leads to her going to see him in the barn in chapter five when the other ranch workers are playing horseshoes. But it ends in disaster, she lets her feelings out and says he can stroke her hair, but he doesnt let go and so she starts screaming. Lennie then grabs her head and starts shaking her around. Therefore, breaks her neck. This is the event simplified but I have explained it in more detail in a different paragraph. George, as the play goes along, gets increasingly involved with the community (the ranch workers). He does this by socialising with them and plays games with them. Equally, Lennie becomes increasingly out of control. I think that Lennie starts to lose control because George pays less attention to his needs. This shows that everything George does affects Lennies actions. Which is another example that they rely on one another. Linguistic Devices I am going to be discussing how the use of metaphors and images prepare you for the ending of the novel. Foreshadowing is used in a number of ways: Candy and his dog are both a good example of symbolism used in the novel. Candy and his dog foreshadow the end of the novel in many different ways. Firstly, they are both totally reliant on each other. This is the same in the case of Lennie and George. They are totally reliant on each other. George needs Lennie for company and, obviously, Lennie needs George because Lennie is not able to perform any function that requires any kind of skill. Secondly, Candys dog gets shot because hes no good to anyone The idea to shoot Candys dog was Kennys (Carlsons). He says that it is no good to him or anyone. Shooting it would just be putting it out of its misery Thirdly, Lennie is absent when the dog is shot. This is significant because Lennie is also going to get shot. Curlys wife is also not present at the time but at this stage this is not relevant. I think that the absence of Lennie is used to show that Lennie has never actually experienced the murder of something or someone by anyone else. Therefore making him think that he is safe. Fourthly, Candy doesnt shoot his dog. Candy views this decision as a mistake and wishes that he would of shot the dog instead of Kenny (Carlson). This is the only thing that distinguishes candy dog and Lennie George. Solitaire and other card games are mentioned in the novel. These are used to foreshadow the ending of the novel. Solitaire is a one-player game, which symbolises loneliness. I think that the men play solitaire because it represents their isolated lives. The first mention of the game is in chapter two when George is talking to candy. He sits down by a table, so does George. Georges interest in the game is on and off. But later in the novel when he plays it, Lennie is always somewhere else, doing something different. Also, because George plays this game, it shows that he is going to be alone in the end of the novel because only people that play solitaire in the novel are alone or going to be alone i. e. Candy Curlys wife is a symbol of the dream The idea of her is something that the men want like for example at the brothel. But the reality of her scares the men because they all feel a certain attraction towards her. This makes them fear and hate her because she has some power over them. They treat her as if she is an alien she is the only woman on the ranch. This makes the men treat her as if she is not meant to be there so as a result, they ignore her. However, when she dies, the dream dies. This shows that she was a symbol of life and the only means of escape. But her dream was to become a movie star and be free. As we know, the only way of escaping off the ranch is through death. This ten leads to the death, so her dreams lead her to death. This then leads to the death of Lennie because George also wants to be free, from Lennie. Lennie is compared to a bear throughout the novel, for example: Lennie dabbled his big paw This is the kind of action that a bear, or any other large creature, would perform. The reason why Lennie is compared to a bear is because of the fact that the features of a bear are identical to Lennie. They are both aggressive. An example of this is later seen in the novel. They are both also strong, dangerous, slow, lumbering, stupid, clumsy, they are also a victim of their own strength (Lennie kills the mouse, puppy and Curlys wife without realising he is doing so at the time). The idea of Lennie being hunted at the beginning and the end causes the death of Lennie in the end because Lennie is a comparison to a bear because he is a victim of his own strength and impulses, just like a bear. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE John Steinbeck section.

Closing Down the Oconomo Plant Essay Example for Free

Closing Down the Oconomo Plant Essay This plant is important to the society because it has created employment opportunities to local residents. However, the plant is in the verge of shut down. Jack Ripon , Chief Executive officer of Lamprey Inc. is concerned about higher cost of operation which has decreased profit for the company. The plan is to close down the Oconomo plant and establish a new plant in Mexico. Jack wants Jim Malesckowski, President of Wisconsin Speciality Products Division of Lamprey Inc. o find out about the operational costs of establishing a new plant in Mexico and submit the report to him. Jim thinks that the action to shut down the Oconomo plant might be wrong as long as there were chances to lower the costs. But he also thinks that Jack is right because all the avenues for decreasing costs at the plant have been closed. Besides money, there are other underlying factors that have led the management to bring some changes in the company. We will look at some of the forces that drive Oconomo plant to anticipate for change,changes that are required to be made, and the reasons why union leaders are reluctant to change. . What forces for change are evident at the Oconomo plant? The greatest force that drives the company to look for change is its high operational cost. The plant has so high operational costs that the company has been incurring losses instead of making profits. The management is anticipating changes so that the company will make profits in the future. In order for a company to run successfully, it should realize some returns from the investment made at the plant. Having invested in the company, shareholders also expect return for their investment. It is important for the company to make enough money for the satisfaction of shareholders and the existence of the company in the market. By any means, Lamprey Inc. should reduce its operational cost to withstand the fierce competition in the marketplace. For the compaby to make it in the market, it must change its working conditions so that they fit with the current market situations, (Daft Marcic,2010). Another force that is evident for the change at the Oconomo plant is the uncooperative labor union. Workers have been consistently refusing to cooperate with the management. The company is planning to reduce the amount of pay it’s going to provide to workers. In order to decrease the labor cost, the company is proposing changes but the union leaders have turned a deaf ear to the management’s plan . It’s a great problem when workers are unwilling to listen to the management for possible solution. The situation will get even worse when the workers are not ready to accept the desired change of the company. Competition in the marketplace is also prominent force that is evident for change in this case. Lately, competitors have threatened Lamprey Inc. from the services and products that they are providing to the society. It has been a challenge for the company to manufacture the quality products and beat the competitor’s price. While the competiton is being fierce in the marketplace, Lamprey Inc. has been struggling to sustain the operations. If the same situation persists, the company would not have a way to exist in the market. 2. What is the primary type of change needed—changing â€Å"things† or changing the â€Å"people and culture? Can the Wisconsin plant be saved by changing things alone, by changing people and culture, or must both be changed? Explain your answer. Primary type of change required in this case is changing people and their culture. If people and their attitudes can be changed, work environment will be comfortable and other changes are easy to implement. The attitude of employees especially that of union leaders is not right in the given case. They are disobedient to the management. As long as employees don’t have respect for management, it is hard to bring any other changes. People’s culture is of great significance in the way the company operates because if the culture or people fit in the objectives of the company, rest of things will work accordingly. In changing anything with respect to company, people and culture should be considered at first. If the people working in the company are unhappy with the change, the objectives of change might not be fulfilled. In this particular case, employees are scared of change and in fact don’t let management bring any changes. Such culture is detrimental to the company. Culture should be established in such a way that people are ready to accept the change and welcome the efforts of the management with open heart. Although changing people and their culture is a primary thing, changing things is also important and should be considered for quality and workable plans of the company. Lamprey Inc. needs to bring some change in the products to save its position in the market. If the products are of low quality, the market share of Lamprey Inc. will be directed towards the competitors. In this case, the company has not put enough effort to upgrade the quality of the products. If the same situation persists, it will not be able to face the competition in the industry because competitors are developing quality products at affordable price. A company can’t operate on just a single type of change. It’s important to put into consideration both changes when designing any type of change in the company. In order to change the products, the entire team of the company should be ready and thus change is required in people of the company. To meet the objectives of the desired strategy, the company should take consideration on both types of changes.

The Selfish Giant By Oscar Wilde

The Selfish Giant By Oscar Wilde The story, The Selfish Giant by Oscar Wilde, was introduced in the taught module, demonstrated the kind of art and drama activities that a powerful story can stimulate and engage the audience meaningfully. The scheme of work emphasised on the childrens creativity, imagination and involvement in dramatising. The plot of the story was introduced by imagining a big garden, free for all children to play and have fun in. Participants were then engaged in creating play space and activities in the garden. Ample time was given to explore the garden. The story continued with the giant coming back from a long vacation and did something drastic- the sign No Children Allowed was placed outside the garden. This was followed by a series of brainstorming on the reason for the giant to reject the children. To appease the giant, ideas of gifts and presents were suggested. Instead of receiving these gifts with gladness, the giant reacted strongly. The following will indicate two art disciplines as wel l as the responses of children as they participate in this dramatisation and art. Principles and Approaches Instead of the usual approach of storytelling, a key principle of drama is to allow children to perform (Winston and Tandy, 2009) and be part of it. Children can be engaged in different characters, in different scenarios, performing individually or collectively, in a less rigidly defined (Winston and Tandy, 2009, p. 5) space and character. Through the drama conducted in a class setting, children can explore the different parts of the garden alone or with their friends, staying in their play space or exploring others, accompanied with encouragement and positive comments from the teacher. Dramas are platforms for children to adapt and perform real life scenarios and behaviours of characters. They assimilated the children in the story to be themselves in real life, doing the things they often do and behaving as they would. Transferring fiction to real life, it reflects more securely upon issues which have significant effects upon our daily lives. (Winston and Tandy, 2009, p.3). The selfish giant depicted the adults in real life, and the children having the mindset that they are being controlled by them. The childrens good intention of bringing gifts to the giant was unappreciated. The issues raised up and behaviours observed are hardly mentioned or elaborated through storytelling. Dramatisation brings about a different dynamics for issues to surface and discussed upon. The play space for children to dramatise is the classroom. Instead of the everyday function of the classroom, it transformed into a dramatic space, representing the garden, the house, the place to prepare gifts. As Winston and Tandy, 2009, p. 4 states, through play, children learn to manipulate the core elements of drama. The rules of time, space and identity was suspended (Winston and Tandy, 2009), and drama time became elastic. The ticking of a few minutes was equivalent to a span of a few years with the mention that the giant came back after a long vacation. The other key principle is setting a common stage for all children to understand and abide by the rules. The rules can be informed explicitly or agreed upon implicitly. For the drama to succeed and driven towards achieving common purposes, both teachers and children must be clear and agree in following the rules, which are not binding nor restrictive (Winston and Tandy, 2009). The indication to end the time playing in the garden was clearly brought across when the teacher sits on the chair. This is a new approach apart from the usual clapping of hands, gathering or attention through calling out. As Winston, 2009, p. 5 clearly puts it, its success will depend upon the children knowing what is expected of them and appreciating the rewards that come from doing it well, the rewards inherent to the experience of genuine engagement in a dramatic event (Winston and Tandy, 2009, p. 5) Many children enjoy drama because it has a playful element in it. When people die, nobody actually dies; when someone feels hurt, nobody is actually hurt. Children are able to distinguish the difference between the scenes that happen in a daily routine and the conventions of play, understanding and accepting the boundaries (Winston and Tandy, 2009). For example, in a real life setting, it is rather unlikely for someone to throw or destroy gifts. However, in the dramatisation, when the giant received presents, instead of being thankful, he tore and smashed them. The children found it all amusing and know that it was not for real. Thus, drama and play comes hand in hand, it is their innate capacity for play†¦.., the understandings they gain from participating†¦., that dramatic activity can be constructed. (Winston and Tandy, 2009,p. 3). Also echoed by Swanwick, 1988,p 41, play soon becomes imaginative and subjects things to the childs activity. Evaluation of results In a usual classroom setting, children are kept seated on the floor for a period of time, with little movement emphasised and usually, driving towards an academic approach. Children were all getting ready and one child was wondering aloud why the teacher was without a story book. The story began with a big garden that all children can play in. This garden belongs to the giant and it was empty. Children were encouraged to imagine one thing they would like to have in this garden and imitate the movement of it. If a child would like to have a swimming pool in the garden, he can reach forward with his arms and swim. With this, children are transferring the things they are experiencing in real life into play and drama. Many children were able to make correct guesses of their friends actions. With rules of noise level and space, children were clear of the boundaries and limitations in order to achieve a common goal. Exploration in the garden ended when the teacher sat on the chair. Every child was given the opportunity to share about their favourite activity. As the story proceeded, the children were puzzled to know that the garden was out of bounds. They were praised for their good behaviour and maintenance of the garden and equipment and none of them broke any rules. They were eager to find out what made the giant angry and the preparations of gifts were suggested. Many of them had suggestions and they were divided into groups to prepare it. They were given scrap materials to create the present they had in mind. Without any direction from the teacher, they put their ideas at work and each produced their gifts. With all enthusiasm that the giant would be pleased upon receiving, they were wrong. Such twist in the story thrilled the children as it differs from the structured and kept them in suspense about the end of the story. During the interview with the giant, the children shifted from one dimension that the teacher is the narrator to the teacher as the giant. In the interview, the giant voiced his unhappiness that children are noisy, they always cry, they do not wash their hands after using the toilet, they are liars etc.. The childrens strong objection caused a child to come forward and hit the giant. Such behaviour is inappropriate in a classroom setting and children will get disciplined for it. For the child to do that, he was fully engrossed into the story and responded appropriately. The story ended and it was toileting time. One child came out of the toilet showing the teacher that he washed his hands. This child actually remembered the reason the giant gave for not allowing any children in. He identified himself as the children in the story and the teacher as the giant. This response from the child shows that dramatisation is a form of education and should be included in the curriculum. Instead of having to remind them about the washing of their hands, a play through this story works it all well. Conclusion As much as acknowledging and understanding the benefits of having drama in the curriculum, there post a great constraint- time. For drama to take place and for it to deepen and develop further, time is usually the hindering factor. Thus, it takes pedagogist of each act. In conclusion, as Winston and Tandy, 2009, p.58 states, drama gives these stories a form and shape which can make them engaging, thought provoking and exciting for the children who are part of it†¦.

Birth of a Nation Essay -- essays research papers

On March 3, 1915 the movie The Birth of a Nation was released at the Liberty Theatre in New York City. This film was financed, filmed, and released by the Epoch Producing Corporation of D.W. Griffith and Harry T. Aitken. It was one of the first films to ever use deep-focus shots, night photography, and to be explicitly controversial with the derogatory view of blacks.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the movie, the film justified the need of the KKK in order to keep social harmony among society after the Civil War. In the beginning, the Cameron family was depicted as loving family and the slaves were depicted as sensible and content beings during the slave period. The chaos and madness started after the civil war during the Reconstruction period. Blacks were then portrayed as animalistic savages that were oppressing the rights of the white people in the community and threatened their livelihood. So, African Americans could only be placed into two categories in this movie. They were either the faithful servant or the renegade whose objective was to intimidate and terrorize white people. The black slaves are shown as noble beings that defended their masters against other black people. However, the black people in congress are shown as arrogant and ignorant with no manners. This sort of subtly suggest that blacks proper role is to tend to the land and that they lack the sense and morals to be given them the same equality as a white person. If blacks were on the same le...

Freud’s Psychoanalytic Theory Essay -- Sigmund Freud

Freud’s Psychoanalytic Theory I.  Ã‚  Ã‚  Ã‚  Ã‚  Overview of Freud’s Psychoanalytic Theory   Ã‚  Ã‚  Ã‚  Ã‚  Freud’s psychoanalysis is the best known of all personality theories because it (1) postulated the primacy of sex and aggression—two universally popular themes; (2) attracted a group of followers who were dedicated to spreading psychoanalytic doctrine; and (3) advanced the notion of unconscious motives, which permit varying explanations for the same observations. II.  Ã‚  Ã‚  Ã‚  Ã‚  Biography of Sigmund Freud   Ã‚  Ã‚  Ã‚  Ã‚  Although he was born in the Czech Republic in 1856 and died in London in 1939, Sigmund Freud spent nearly 80 years of his life in Vienna. A physician who never intended to practice general medicine, Freud was intensely curious about human nature, and in his practice of psychiatry he was perhaps more interested in learning about the unconscious motives of his patients than in curing neuroses. Early in his professional career, Freud believed that hysteria was a result of being seduced during childhood by a sexually mature person, often a parent or other relative. However, in 1897, he abandoned his seduction theory and replaced it with his notion of the Oedipus complex. Some recent scholars have contended that Freud’s decision to abandon the seduction theory in favor of the Oedipus complex was a major error and influenced a generation of psychotherapists to interpret patients’ reports of early sexual abuse as merely childhood fantasies. III.  Ã‚  Ã‚  Ã‚  Ã‚  Levels of Mental Life   Ã‚  Ã‚  Ã‚  Ã‚  Freud saw mental functioning as operating on three levels: the unconscious, the preconscious, and the conscious.   Ã‚  Ã‚  Ã‚  Ã‚  A.   Ã‚  Ã‚  Ã‚  Ã‚  Unconscious   Ã‚  Ã‚  Ã‚  Ã‚  The unconscious consists of drives and instincts that are beyond awareness but that motivate many of our behaviors. Unconscious drives can become conscious only in disguised or distorted form, such as dream images, slips of the tongue, or neurotic symptoms. Unconscious processes originate from two sources: (1) repression, or the blocking out of anxiety-filled experiences and (2) phylogenetic endowment, or inherited experiences that lie beyond an individual’s personal experience.   Ã‚  Ã‚  Ã‚  Ã‚  B.   Ã‚  Ã‚  Ã‚  Ã‚  Preconscious   Ã‚  Ã‚  Ã‚  Ã‚  The preconscious contains images that are not in awareness but that can become conscious either quite easily or with some level of difficulty.   Ã‚  Ã‚  Ã‚  Ã‚  C.   Ã‚  Ã‚  Ã‚  Ã‚  Conscious   Ã‚  Ã‚  Ã‚  Ã‚  Consciousness is the only level of mental life directly available to us... ...pecially in women. Other research found that people who are orally fixated tend to see their parents more negatively than do people who are less orally fixated. X.  Ã‚  Ã‚  Ã‚  Ã‚  Critique of Freud   Ã‚  Ã‚  Ã‚  Ã‚  Freud regarded himself as a scientist, but many present-day critics consider his methods to be outdated, unscientific, and permeated with sexual bias. On the six criteria of a useful theory, we rated psychoanalysis high on its ability to generate research, very low on its falsifiability, and average on organizing knowledge, guiding action, and being parsimonious. Because it lacks operational definitions, we rated psychoanalysis low on internal consistency. XI.  Ã‚  Ã‚  Ã‚  Ã‚  Concept of Humanity   Ã‚  Ã‚  Ã‚  Ã‚  Freud’s view of humanity was deterministic and pessimistic. He also emphasized causality over teleology, unconscious determinants over conscious processes, and biology over culture, but he took a middle position on the dimension of uniqueness versus similarities among people. BIBLIOGRAPHY PsychCrawler (American Psychological Association)Online. Psychological Online Documents (Psychologisches Institut der Univ. Bonn)Online. PSYCline Links to Psychological Journals (Armin Gà ¼nther)Online.