Motivational Interviewing: How It Works With Native Americans Essay

The Motivational Interviewing and Stages of Change approach is complementary to the cultural values of Native American people and emphasizes listening, learning, and respect. Addictions in this day and time can be contributed to many factors and effect every ethnicity of people. Substance addiction has even affected the smallest ethnicity of people, Native Americans since their encounter with white people. Motivational Interviewing (MI) has even helped Native Americans through counselors learning and implementing the techniques. Even though clients are naturally resistant to change, utilizing the three pillars are very effective in helping even Native American people because expressing empathy shows that you care and developing discrepancy between client’s present behaviors and values & beliefs. Counselors today need to be trained in MI and cross culturally trained also to better serve individuals. I would through MI be empathic and express it through reflective listening, paraphrase what I hear from the client, ask them let me see if I am hearing you correctly, You are saying†¦.., I would communicate respectfully with the client, be supportive and establish a non-judgmental therapeutic relationship with the client. There are some great CBT techniques alone with homework assignments to help deal with the shame and embarrassment that a client is feeling about their substance use or other problems that are going on. CBT can be self talk with positive statements to themselves, daily mood and thought record and etc. There are so many techniques that can be utilized with MI to help a client even through shame. As a counselor, I will utilize the following principles known also as pillars with MI to help motivate my clients: expressing empathy through reflective listening, developing discrepancy between client’s present behavior and values & beliefs, rolling with resistance by avoiding arguments & confrontation also adjust to the resistance, and last support self-efficacy by affirming clients strengths and allowing freedom and choice. First pillar that would be utilized is expressing empathy. Expressing empathy means to understand my client, know and respect where they are in the stage of change, and using reflective listening by using reflection, paraphrasing, or summarizing what has been stated by the client. For example, so let me get this right you said †¦Ã¢â‚¬ ¦.. , Did I get that right? Okay, let me see if I understand what you are feeling right now. In other words walk a mile in their moccasins and know where they are coming from. Second, pillar that would be used is developing discrepancy by getting the client to see that their behaviors that they are exhibiting does not reflect what they have stated that is their values, beliefs, and morals. I would listen to my clients, reflecting, and ask open ended-question. According to Capuzzi & Stauffer (2012), â€Å"When a client is able to experience an internal discrepancy between his or her current behaviors and his or her values, beliefs, and goals, the change process can begin. This is due in large part to the underlying principle of cognitive dissonance (p.131). Third pillar is rolling with resistance which is where a client is resistant to change than as a counselor I would not argue with the client, I will ask the client to tell me more about their view point so that I can understand where they are coming from more. Most important avoid labeling a client. I would ask open-ended questions to invite them in to talk more about what they believe is their reason for not wanting to change, engage in problem solving, or maybe reflecting back their values, beliefs, and goals (Capuzzi & Stauffer, 2012). Last pillar is support self-efficacy which is fostering the client’s belief that they can make the necessary changes successfully, making sure the client knows that they are responsible for deciding to change and carrying out the change, let the client know my belief that they can change, and guide client to explore alternative problem solving solutions or approaches to change (Capuzzi & Stauffer, 2012). In conclusion, I learned that if a counselor is trained in MI and understands how to deliver the techniques with clients that it would be an effective technique with clients to motivate the stage of changes. For instance, â€Å"data from the current survey collected in a Native American community suggest that MI may be well suited as an intervention to prevent underage drinking and that a MI research program to reduce underage drinking would be generally well tolerated in this reservation community (Tonigan, Miller, & Villanueva, 2007). References Capuzzi, D., & Stauffer, M. (Eds.). (2012). Foundations of addiction counseling (2nd ed.). Upper Saddle River, New Jersey: Pearson. Tonigan, J. S., Miller, W. R., & Villanueva, M. (2007). Response of native american clients to three treatment methods for alcohol dependence Retrieved from http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&AuthType=ip,url,cookie,uid&an=28650827&db=ehh&scope=site&site=ehost; http://xs6th8dt4r.search.serialssolutions.com.library.gcu.edu:2048?sid=CentralSearch:EDJ&genre=article&atitle=Response+of+Native+American+Clients+to+Three+Treatment+Methods+for+Alcohol+Dependence.&volume=6&issue=2&title=Journal+of+Ethnicity+in+Substance+Abuse&issn=1533-2640&date=2007-06-01&spage=41&aulast=Tonigan&aufirst=J

M•A•C (Makeup Art Cosmetics) Essay

Today, the cosmetic industry is a very innovative and competitive industry where product innovation and brand image is the key to success. One of the world’s cosmetics leading brands nowadays is M†¢A†¢C, standing for Makeup Art Cosmetics. The purpose of this essay is to present M.A.C’s branding strategies and it differentiation to the competitors. Brand Overview Makeup Art Cosmetics or M†¢A†¢C is one of the world’s fastest growing cosmetic brands. M.A.C’s creation was first in 1984 by two men, Frank Angelo, a successful businessman of a salon’s chain in Toronto, and Frank Tosken, a seasoned makeup artist and photographer. At first M.A.C was only used among the professional makeup artists. Then, by word of mouth, it spread to the public. After that, in 1994, M.A.C was purchased by the Estee Lauder who owns many of the world’s popular cosmetic brands, and headquartered in the United States in New York and in Canada, Toronto has the largest branch. M.A.C continues to be a testimonial brand, which is specialized for eyes, lips, face, skincare products, nails, brushes and fragrance. Brand Management M†¢A†¢C sells cosmetics of high quality that is intended for professional as well as everyday users, who are seeking for colorful, fashionable and creative makeup products. One of M.A.C’s brand personality traits is cosmopolitan, which has positioned itself for individuals of every color, race and ethnicity, which is reflected via its motto: All ages, all races, all sexes, all M.A.C. This brand is typically sold in high-end department stores. They also have their own stand-alone stores, as well as an online shop. Brand Differentiation The brand is very popular because of its delicate texture, artistry, creativity, durability and huge choice of colors from pale nudes to bright colors. The products are also very well tolerated on every skin type and its items are also suitable for women with sensitive eyes (MAC, 2007). The prices of the M.A.C cosmetics are comparable with other high quality world cosmetic brands. M.A.C is now part of the international authority of the production and marketing of high-quality skin care, cosmetics, perfume and hair care products Lauder COS. Consumers are a young and fashionable people. Lesson Learned I have learned the importance of branding and brand management from the course. Brand is very essential for all products and services. It can tell not only a name, sign and symbol of the goods and services of the sellers, but it can also be a competitive advantage for manufacturer, when consumers trust in the products and services. For consumers, brand is a symbolic device or signal of quality, which can refer to a promise and bond with maker of product(s) in every industry. With true creative, artistic and colorful make-up products, the brand â€Å"Makeup Art Cosmetics or M†¢A†¢C† is one of the world’s trustful products which has a successful brand management, positioning and differentiation. [pic] [pic] Reference 1. http://www.maccosmetics.com 2. http://www.holypod.net/tag/make-up-art-cosmetics/ 3. http://www.enjoy-your-style.com/mac-cosmetics.html

What is innovation and how businesses encourage it Assignment

What is innovation and how businesses encourage it - Assignment Example On the other hand, being innovative does not necessarily mean inventing, but it means changing the business model and being adaptive to changes in the environment in order to deliver better products or services. Effective innovation must be part of the entire business strategy, where innovative culture is which lead the way to innovative thinking and creative way of solving problems within an organization. 3. Leadership in innovation-empower and train employees to think innovatively from the top management to the subordinates. Transformational leadership and motivation are the driving force behind innovation in most businesses. 5. Seek advice. Make use of available resources, grants, business advisors and assistance to enhance innovation in your business. This may comprise seeking protection of Intellectual Property (IP) for commercialization of ideas. Group innovation is the pillar of every successful business. It’s what it differentiate a successful business from other competitors, and supports it to grow and prosper (Davila, 2006). Innovation is not only about one-off improvements and ad-hoc ideas. Business can nurture an innovative culture in their organizations so as to encourage a continuous flow of new ideas. The management should let their teams know that you expect innovation. The leadership and the employees should not put innovative ideas on the back burner or in the too-hard basket without a good reason. Businesses should offer a culture that supports questioning and risk-taking. If in case the employees are not feeling connected to your organization, there’s no motivation for them to be innovative. Organizations ensure that their staff are in the loop on their strategies and challenges, and bring on board their input. Employees who get involved in early plans and processes will be motivated to complete them. Businesses also empower the staff to make decisions and take necessary action. Employees who are trusted to attempt

Religion And Morality Essay Example | Topics and Well Written Essays - 750 words

Religion And Morality - Essay Example (Koterski, 2002) Thus ethics also speaks of the virtues that people carry out. Morals and values mean that a person should be at his best when he is dealing with people and in that perspective he must be ready to forgive others for their mistakes, instances of faults and errors since he himself can be on the receiving end of someone’s forgiveness at some point in his life. (George, 2006) He must expect virtuosity from others if he has been kind to the whole humanity that has been around him. It is a classic case of empathy where a person puts his feet in someone else’s shoes. He must understand that forgiving can prove into a long term relationship and bond with the offending individual since this person will learn the positives from the mistakes that he has done and would also agree on being kind and caring with the one who has pardoned him for his slip-up. Morality is documented in a number of different ways. The first and foremost manner is within the performance of one’s duties towards own self. Then he has to be responsible for his actions and thoughts towards people he owes something of value. These could include his immediate family members, his wife and kids and so on. Morality is also held accountable in terms of performance of duties. This means that the individuals who work in offices have to remain in charge of the activities that they carry out and hence make their own standing within the office place. When they are responsible and carry out duties in accordance with their respective job focus, then they are hailed by all and sundry. Otherwise they are looked down upon as people hailing from a very irresponsible lot – a fact that is manifested in the modern day office place nearly all over the globe. Morality has to come from within. (Peach, 2002) People can be motivated to be morally responsible but then agai n it is one’s own task to act in a responsive manner and make

What was the short-term significance of Lord Liverpool's support for Coursework

What was the short-term significance of Lord Liverpool's support for Corn Laws 1815 in affecting support for the Conservative party - Coursework Example On the other end of the spectrum were those who were in favour of free trade and who opposed the Corn Laws as being a government concession to the land barons of Ireland and Britain, against the interest of the poor. The opinion of the latter is perhaps most eloquently voiced by Blake (170, p. 15) who assessed the 1815 corn laws from a distance of more than 150 years as ‘class biased’ †¦ ‘one of the most naked pieces of class legislation in English History, and a clear sign that the capitalist ideal was not going to prevail without a struggle’, a view clearly also later held by the authors of The Black Book.1 Yet, despite the concerns of the parties involved, Lord Liverpool was able to consolidate the opposing political forces within the Houses of Lords and Commons to pass the legislation with a 126 : 26 majority. Predictably, the poorer community fared badly as a result of artificially high corn prices and the next few years were marred by demonstratio ns and riots, followed by the passing of various pieces of repressive legislation in an attempt to control the rioters. Yet, despite these very unpopular measures, support for the conservative party and Liverpool rose - evidenced by the voting numbers during parliamentary business over the next few years. This has generally been attributed to post war problems facing Britain as well as Lord Liverpool’s skills in presenting these to his peers. This explanations is not disputed, however, this paper poses that there is a powerful additional factor, namely that once the corn laws had unleashed unrest, a fear factor developed which did not in fact constitute support for the policies of the conservative party at all but which nevertheless caused members of the parliament to act in semblance. It is also argued that this fear was by far the strongest motivation for giving continued support to the conservative party for as long as there was a danger of further riots. There can be no d oubt that the post-war problems faced by Britain in the aftermath of the Napoleonic wars were grave and that the modification to existing corn laws in 1815 can be understood as a short-term measure to avoid catastrophe. Corn laws had been in place in Britain since the 17th century and had basically consisted of a high rate of import duty imposed on a sliding scale to prevent imports and encourage exports, with import duties decreasing as corn prices increased (Fay, C. R., 1932, pp 28-43). This had kept corn prices relatively low and exports high until the middle of the 18th century when, for a variety of reasons, constant corn shortages forced frequent short-term measures to suspend import duties. In 1773 the government conceded that adjustments were required to reflect the real situation and lowered import duties to operate on a sliding scale, diminishing with increases in corn prices (Fay, C. R., 1932, pp 28-43). The underlying policies were to keep the farmers employed and making profits without inflating the price of corn to put it out of reach of the poor. The acts of 1791 and 1804 served a similar purpose, each one lowering the point at which corn import duties ceased. However, the income that was supposed to accrue from the imports did not eventuate as between 1792 and 1815 the price of corn was so high that virtually no import duty was collected (Hilton p. 3). This state of affairs continued with some further adjustments until 1804, by which time the system had been severely destabilized by the Napoleonic wars 1792-1815, which were fought along economic as well as military lines. Thus both parties engaged in economic blockades, bringing horrendous food shortages for England,

Management of Technology Essay Example | Topics and Well Written Essays - 2250 words

Management of Technology - Essay Example The company has a slew of innovations, most in different stages of patenting. It assiduously protects its intellectual property. Its business model relies on license fees accruing from the deployment of its technology in the Wave Energy Projects. Apart from license fees, the company participates in equity of the Special Purpose Companies that implement the projects. Being an innovation driven company in the frontiers of technology, technology management is its area of special emphasis. Carnegie Corp. acquired CETO technologies from REH. CETO, named after a Greek god, is the only technology that enables pumping high pressure sea water ashore. This method is the most efficient method to desalinate sea water (PESWiki.com). The acquisition was in return for REH taking 35% stake in Carnegie. In addition to the intellectual property, Carnegie acquired REH’s commercial site pipeline. REH’s agreements with EDF EN also devolved upon Carnegie. Consequent to the agreement with REH, Carnegie would Build, Own and Operate CETO wave forms in the southern hemisphere, which was the domain of REH (CETO over View). The relationship with EDF EN is a joint venture license relationship to own and operate CETO Wave Power Projects in the northern hemisphere and Reunion Island in the Indian Ocean. While Carnegie will have the right, it is not bound by any obligation to participate in any CETO wave power project developed by EDF EN in the Territory of Exclusivity. In the event REH does not exercise its right to participate in any such project, EDF EN can exercise the right in developing such project with a partner of its choice. Carnegie’s project with EDF EN, will be implemented by a Special Purpose Company (SPC). In this SPC, Carnegie receives an equity interest between 25% and 49% related to the scale of the project. The financing of the project will be through equity and debt instruments. The equity

Research paper Term Example | Topics and Well Written Essays - 1500 words

Research - Term Paper Example It is pictured as an old tired town in the midst of depression. The story is narrated by Jean Louise Finch who is oftentimes called by her nick, Scout. She is a daughter of a famous lawyer, a sensible citizen and a great father, Atticus Finch. She has a brother almost 4 years her senior named Jem. Her mother died when she was 2 so she barely remembers anything about her, though it is not the same with Jem. He has memories with his mom which sometimes makes him feel sad. But the two kids tag well together like ordinary kids who are in the upper class. Their father, Atticus, makes a good living being a lawyer so they are able to maintain a good life in spite the great depression. (Mancini, 2008, p. 28-31) On the other hand, the rest of the Maycomb was literally poor. It is a home to a number of familes like the Cunninghams, the Ewells, the Radleys, to Ms. Maudie and Ms. Crawford and to the rest of the people living in the town. Atticus, being at the top of the To Kill a Mockingbird: An In-Depth Analysis 2 social ladder, remains just and sensitive about other people. He instills in the minds of Jem and Scout to first put their feet into someone’s shoes before judging, making him a great teacher. This shows that Atticus is well-grounded in spite his achievements and social status. In contrast to some people around him who act like they know so much but haven’t proven anything. Atticus character shows he is a man of justice even without his title as a lawyer. Lee stresses through Atticus that people should be like him anytime of the day. (Mancini, 2008, p. 45-49) Moral Education In this novel, moral education is one of the important things a person should learn in life. It is implied in many scenarios in the story. One of which is the attitude of the two kids towards people. Atticus instills in the minds of Jem and Scout to put their feet into the shoes of others before judging them to better understand other people. (Mancini, 2008, p. 72-79) This atti tude is carried on by the two kids through the story. It also shows the opposite of it through the character of Scout’s teacher, Ms. Caroline. She portrays a character of an ill-mannered, old school teacher who uses a technique in teaching that she learned from her teachers in college. She is someone who doesn’t adjust to her crowd and stuck to what has been taught to her. It is shown in the story that Scout and Ms. Caroline don’t get along well since the former shows concern to other people in spite her being advanced and well-off which is taken differently by Ms. Caroline. One incident in the book that shows how rigid Ms. Caroline’s thinking is when To Kill a Mockingbird: An In-Depth Analysis 3 she gives Walter, a member of the Cunningham clan, a quarter when the later hasn’t brought anything for lunch. She asks Walter that he can pay her back the following day. Scout tries to explain the circumstances to her teacher about the possibility of the bleak possibility that Walter will not be able to pay her back since the Cunningham is large and poor. Scout knows that financial capacity of Walter’s family since they pay her dad with hickory nuts, turnip greens and other good whenever they need legal help. This incident has led Ms. Caroline to get so frustrated to the point she slaps Scout’s hand with a ruler. (O'Neill, T., 2000, p. 29-33) Throughout the chapters of the

Democracy is the best form of goverment for all the world inhabitants Essay

Democracy is the best form of goverment for all the world inhabitants - Essay Example Researchers have noted that forms of government have been undergoing changes since the beginning of civilization, and that almost every form of government has been tried in almost every country.. Democracy provides ample time for the people to choose their leaders, and the leaders stand accountable for the growth and prosperity of the nation. The national government is bestowed with many powers and the powers of each state ultimately link to the national government in some form or the other. Democratic principles are formed which contain a body of tested and recognized laws for organizing and conducting human governments, under which the people constitute controlling power, and act by the elected leaders or agents. These laws are meant to safeguard peoples’ liberty, character, property, and pushing them towards prosperity when they are not involved in any form of criminal activity. These principles can be widely found in the American and European democracies. They have been mo dified and adopted by many other countries all over the world (Gillet H, R; 1-4). Over a period of time, democratic form has been proved as the best form, though not free from defects. The democratic form of government has more fragmentation, less control, and the risked exclusion. Thus, increasing complexity due to globalization of economy and society has contracted both the reach and degree of control (Kjaer M, A; 201). Another fact that cannot be overlooked is that democracy, theoretically, gives rise to virtuous principles and people. However, in practice, democracy actually nurtures all kinds of people like lovers of honor, property and even tyranny. Interests of people cannot be influenced much by democracy, though they get aligned to a common goal (Frank H, D, 182; Mansbridge, J. 3). Economic growth and literacy have been found to be very weak in the reign of democracy in many countries such as Latin America (Bowman, K; 66). Another area where democracy has least effect is

The Challenges Faced by Logistics Organisations in the UAE Dissertation

The Challenges Faced by Logistics Organisations in the UAE - Dissertation Example This research study aims to study and analyse the challenges faced by transport organizations in the UAE. The financial crisis created many economic problems for various business sectors in Dubai that includes the supply chain and logistic sector. Therefore this research will discuss the adverse effects of global financial crisis and its implications to transport industry in Dubai as a whole. On a positive a report by Business Monitor International (2011) cites Frost and Sullivan (2010) who consider UAE as a growth market for freight and logistics. Their study found that the Emirates’ logistics market is set to generate record revenues this year, and will continue to grow over the medium term as a result of its concerted effort to place itself at the centre of the global freight forwarding network. But there are challenges galore due to constant threats to supply chains in the region with the talk of war in the region as well as due to overcapacity and a drop in demand continu ally threatening to push down rates and impinge on profits. The UAE’s primary ports are forecast to grow over the medium term, though at a slower rate than before the economic crisis. The air and logistics sectors in the UAE are continuing to grow at a rapid pace, with more logistics companies relocating their hubs to the country, and national air carriers continuing to expand and post improved results. 1.1 Academic Relevance: It is important to study the topic due to its academic relevance. Supply chain and logistic are key industries in the UAE and act as the life blood of business in the UAE, with little manufacturing base. The major chunk of Dubai’s economy is based on logistic industry and problems arising in this industry may have serious implications on the business... UAE is collectively known worldwide as a regional hub that serves numerous multinational organizations by facilitating and providing much needed economic, social and technological infrastructure. Similarly, on the other hand, Dubai as a city is known globally as a financial hub of the Middle East. In the last two decades or so, Dubai has transformed itself significantly to construct state of the art infrastructure in almost every field and discipline. Under the leadership of His Highness Sheikh Mohammed bin Rashid Al Maktoum who is the current ruler of Dubai and also the Prime Minister of UAE, Dubai has focused on bringing reforms in education, health, hospitality, real estate, transport, logistics and in the overall economy. Unlike Abu Dhabi that is dependent on oil and gas resources for revenue generation, Dubai’s economy is based on different clusters which include trading, shipping, logistics, banking, real estate, construction and most importantly tourism. Since the research is based on highlighting issues related to supply chain; trading, shipping, transportation and logistics activities will be discussed primarily. Dubai which is the business hub of Middle East is strategically placed to serve China and other industrial nations with regards to importing goods. Dubai as a city is one of the biggest importers of Asian goods in Middle East and therefore is also classed as a re-exporting hub of Middle East and North Africa.

A Report containing the complete Environmental Audit & Suggested Essay

A Report containing the complete Environmental Audit & Suggested Program of Action - Essay Example a top priority by the Council as to maintain a cleaner city and to ensure maximum protection to the environment of the City as set out in this Environmental Policy of the Council. The Council will strive to comply with regulations laid down by the County’s legal systems as well as by all the international conventions dealing with the environmental protection in the EU countries. The aim of the Council is to attain the maximum standards prescribed for the protection of environment in respect of Waste Management. As proclaimed in the Environmental policy in order to ensure that the compliance with the various environmental regulations are kept up to date and also to educate the staff of the Council on the importance of the Environmental protection, the Council has strengthened the ‘Department of Environmental Protection’ by increasing the scope of the department with more number of staff appointed there for. This department is entrusted with the specific task of taking care of the issues relating to the environmental protection and also the compliance with various environmental regulations has been made the responsibility of the department. A senior level manager has been appointed to oversee the functions of this department. The Council has appointed field inspectors to visit the various waste management sites of the Council located throughout the Council area, inspect the progress made by the sites on the environmental management and make a report thereon. The audit conducted a survey among 324 departmental employees who are entrusted with the various responsibilities for the waste management at 12 different sites of the Council. These employees were selected randomly out of the total employees of the Council. The audit also included the visits to the various sites during the period between April 2006 to March 2007 and a study of the reports maintained by the Council for a period of 3 years. The Department initiated the baseline assessments for the 12

Justice is a theme of all great literature Essay Example for Free

Justice is a theme of all great literature Essay Justice comes from actions and decisions being balanced, in that when someone does a good thing, they are rewarded, and when they do something bad, they are punished. It is the gods primary role to hand out justice and make sure everybody is treated fairly. This theme appears immediately in the Odyssey, as Zeus is considering the story of Aegisthus, who courted Agamemnons wife and then killed Agamemnon. Aegisthus was killed for this treacherous act. This story of justice shows us instantly that the Odyssey will be strongly structured around it. May all who act as he did share his fate! says Athene. This shows how openly the gods in the Odyssey despised the works of those who went against the will of the gods. Both Nestor and Menelaus repeat this story of Aegisthus, and as god fearing men, they know how important it is to stay on their right side because they know what happens as a result of an imbalance in terms of justice. The Aeneid opens however and were told that the poem is based on the founding of Rome and the main string of justice seems to be coming from one scorned goddess, who simply doesnt want her favourite city to be destroyed. The balance she tries to restore is simply an act of revenge rather than actual justice, and rather than convincing the other gods its the right thing to do, she simply bribes Aeolus. Justice is however looked upon a little while later as Venus goes to Jupiter and asks why the Trojans are being made to suffer after doing nothing wrong. Jupiter tells her not to fear as justice will be done and Rome will be founded. Such behaviour seems to recur constantly throughout the Aeneid. For example, in book 8 we learn of the betrayal that a Tuscan tribe suffered at the hands of Mezentius, and in book 9 he continues his evil ways killing Trojans. The Gods have decided to stay out of the battle and so the following events have nothing to do with the justice that is familiar in epic poems. Both Mezentius and his son Lausus are killed, by Aeneid. I see these deaths as acts of revenge rather than justice, although Lausus death is more deserving. The death of his son is Mezentius true punishment. I see these deaths as acts of revenge because Mezentius tried to kill Aeneid, as well as all the other innocent people and the treachery he brought upon the aforementioned Tuscan tribe, and so Aeneas kills them. The fact that the innocent Lausus dies shows that the justice portrayed in the Aeneid is much more malicious, and it doesnt just affect the culprit. Theres also the case of the unfortunate people in the underworld that must wait 100 years to cross the river, through no fault of their own. Justice really does seem obscure in the Aeneid. Another instance of this is when the people of Carthage feel Didos death was just, simply because she fell in love with the wrong man, and through no fault of her own. I believe Turnus death to be the best example of the incomprehensible justice served in the Aeneid. His justice only prevails once they see fit, once it fits in with their plans. In the end, it becomes obvious that while justice is a powerful motivator and regulator in the lives of mortals, it is the will of the immortals that truly controls their lives, and their disfigured system of justice On the other hand, there are moments when actual justice is served. Examples include the groups beyond the river in the underworld and the story of Hercules and the giant for example. He goes to extreme lengths to kill the giant for all the robbery and murder hes committed, and its just that Hercules puts a stop to it, even though its brought about by someone who isnt quite immortal, and so possibly not what the gods perceive as justice. Although weve already established that the gods perspective is fairly warped in the Aeneid. The other case of actual justice involves king Minos, who spends eternity hearing the cases of people, unjustly executed, and finally getting the plea their cases. They are finally being treated fairly, even if it is beyond life. In the Odyssey however, deaths and misfortunes seem to come about through the idea of justice, and nothing else- no malicious or unfair punishments seem to prevail i. e. there seems to be a point behind them, rather than them just being malicious acts of immortals. For example, Zeus becomes angered at Odysseus because his men eat the sun gods cattle, despite being warned not to; however he doesnt let Odysseus die, because the sun god only asks that the crew be punished, because after all, Odysseus did warn them. However he does unavoidably get caught in the cross fire and this is how he winds up on Calypsos island in the first place. Another example is Poseidon. He makes Odysseus aqua adventures a nightmare because he impairs Poseidons son Polyphemus vision, which goes against the rules of Xenia really. It is of course, Odysseus own fault because he becomes arrogant about what he did to Polyphemus, by telling him his name, after hes left. Therefore its just and fair to punish him. Even though hes such a great hero, he does a wrong act and is punished as any other man would be. Then of course, there is the case of the suitors; the epic conclusion to the Odyssey. Odysseus finally returns to find all the suitors and some of the maids running riot in his home, having raunchy sex, eating all the food, and drinking away his wealth. Odysseus is of course a bit bothered by this, so he decides, and Athene, who borrows Mentors image again, agrees that he, Telemachus and a couple of close friends will pick up their weapons and launch them through any part of the suitors they see fit. The fact that Athene helps proves that the act is just. Rarely do gods help out in a way that we can perceive as just in the Aeneid, because most of the time, the punishments are just vicious or over-exaggerated. So anyway, Telemachus sees to it that the ill-mannered maids are hung until they stop twitching, and Odysseus destroys all the suitors so that he and Penelope can live happily ever after, as they justly deserve. By the end of homers poem, everyone has been served the justice theyve earned, both good and bad. I think its fair to say that justice is very important in both plays, but as a modern day reader, its easier to understand the justice in the Odyssey because at times, the events in the Aeneid seem so obscure.

Individualized Education Program Essay Example for Free

Individualized Education Program Essay All children and young people have rights. Most references to rights are about what is recieved to children from others, particularly from their parents and the goverenment and its agencies. Children and young people with special educational needs have a unique knowledge of their own needs and circumstances and their own views about what sort of help they would like to help them make the most of their education. They should, where possible, participate in all the decision-making processes in education including the setting of learning targets and contributing to IEPs, discussions about choice of schools, contributing to the assessment of their needs and to the annual review and transition processes They should feel confident that they will be listened to and that their views are valued. Most schools now have written policies and parts of their mission statements specifically made for the inclusion and equality of SEN children. They must be in written form and should also be posted on the website for access to all who require it. There should also be policies which show the rights and responsibilities of those within the environment. The policies may be a number of separate ones or combined in one policy covering all the relevant areas. The policies should show how the school relates to the main policies affecting the special educational needs. These include:- * Disability and access * Gifted and talented pupils * Race and cultural diversity. * Special educational needs * Inclusion and equality of opportunity * Safeguarding and bullying Special Needs is such a massive topic that has different areas to make it complete. Children with special needs may have mild learning disabilities or profound impairment; food allergies or terminal illness; developmental delays that catch up quickly, occasional panic attacks or serious psychiatric problems. The designation is useful for getting needed services, setting appropriate goals, and gaining understanding for a child and stressed family. Children with special needs are children with a variety of different disabilities, health and mental health conditions that require special intervention, services, or support. Parenting a child with special needs can be particularly challenging. Fortunately, children with special needs and their families may be eligible for services to address their unique needs, many of which are free. Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they: a) have a significantly greater difficulty in learning than the majority of children of the same age b) have a disability which prevents them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority c) are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them. The overall aim is that children and young people with special educational needs and disabilities will have improved health, independence and wellbeing so that they will enjoy childhood, achieve their potential and make a positive contribution in their lives by having timely access to local support and local schools which meet their needs. Special educational provision means: a) for children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the local education authority, other than special schools, in the area. b) for children under two, educational provision of any kind. Some children may be able to catch up with their peers with extra help in the form of short term targeted interventions or a differentiated curriculum, but may not have a special educational need. It is when this support does not help a pupil to progress that he or she will need to be assessed further and support planned, in liaison with parents, carers and other professionals. The child should have a voice in this process. There is a graduated approach to identifying and providing support to meet these needs. The law says the child has special needs if their learning difficulties are caused by physcially disabilites mental emotional and behaviour problems difficulties in reading, writing maths etc speech diffiulities About 1 in 5 children have learning difficuties at the same time in thie school likfe. Most of these children end up going to a mainsteam school. Children with statement aften atten mainstram school. The Role of the SENCO Early education settings, except specialist SEN provision, will need to identify a memberof staff to act as the special educational needs coordinator (SENCO). In the case of accredited childminders who are part of an approved network, the SENCO role may be shared between individual childminders and the coordinator of the network. The SENCO should have responsibility for: ? ensuring liaison with parents and other professionals in respect of children with special educational needs ? advising and supporting other practitioners in the setting ? ensuring that appropriate Individual Education Plans are in place ? ensuring that relevant background information about individual children with special educational needs is collected, recorded and updated. The SENCO should take the lead in further assessment of the child’s particular strengths and weaknesses; in planning future support for the child in discussion with colleagues and in monitoring and reviewing the action taken. The SENCO should also amke sure that appropriate records are kept including a record of children at school Action A and School Action Plus and those with statements. They usually responsible for the child should remain responsible for working with the child on a daily basis and for planning and delivering an individualised programme. Parents should always be consulted and kept informed of the action taken to help the child, and of the outcome of this action. STATEMENT A statement of special edcuaution needs is a legal document, it decsribes all the needs of the child. Also the special help they require. It takes into account the advice from speech therapist, gp, nurses, teacher councilors etc. The law sasy that all state schhols must do their best, provide full proper education and give the best posible learning for them including inclusion. The law has dealt with special education needs 1993 ducation Act  which replaces the 1981 Act. The 1993 Act states and issues the code of practice. This was issues by the secreatary state and is still being used today. CODE OF PRACTICE Code of practice gives quidence and how to identfy and access special educational needs. In 1978 the warnock committee looked at the needs of the child and not at the handicap. In 1982 the educatio Act encouraged the intigration of the needs and the handicap, This resulted in the statementing process. The Code of Practice suggest 5 stages of action: 1. the class teachers, assistant identify the child SEN needs and takes ential action 2.the school SEN co ordinator takes the lead responsibility. 3. the school is supported by outside specialist 4. the lEA decides whesather a satuortory assessment is nesseccary 5. the LEA considers whether a statement is considered. SEN SPECIAL NEEDS STATEMENTING CODE OF PRACTICE IMPACT OF SEN ON SIBLING AND FAMILY SUPPORT FOR DISABILITY HEARING IMPAIRMENT AUTISM ADHD DOWN SYNDROME DYSLEXIA When a child is identified with a need they are places on a SEN registor withing the schools. Teachers, TA offer support through differenciation. They also support through planning IEPs in place with specific subject and cross cirrcular TARGETS. Targets need to be realistic short term, measurables, smart, achievable, time bound. When targets are set Smart language has to be used. example of smart language which can be easurale : MAKE CREATE WRITE DESIGN and words that are not considered as smart: UNDERSTAND KNOW SHOW Targets set in the IEP should be SMART, which stands for: S specific, so that it is clear what the child should be working towards Mmeasurable, so that it is clear when the target has been achieved Aachievable, for the individual child. Rrelevant, to the child’s needs and circumstances Ttime-bound, so that the targets are to be achieved by a specified time Class and subject teachers and TA support IEPs implementation. SENCO is responsibily for planning, monitoring, and reviewing the SEN provision and the student progress. Termly reviews of the progress are advisaby those on going minireviews are also very important. 1st step for children who have some special needs SCHOOL ACTION A †¢ School action: the school is able to meet the pupil’s needs with in house interventions, staff and resources. Students can move off the school action A IEPs if sufficient progress is achieved. SCHOOL ACTION PLUS †¢ School action plus: the school is able to meet the pupil’s needs with in house resources but has support from outside agencies, for example, the local authority’s educational psychologist. It is a school responsibility to get support from external agencies. The students is placed on a SEN registor for school action plus. A new IEP is divised in conjuction with the external agencies. Class teachers and TA support the new IEP or implement it in the class or on a one to one basis. SENCO takes the lead monitoring reviewing, co ordinating. If there is progress made the pupil goes back into school action A. If there is progress in school action A then they will be taken off the SEN registor. However if after 2 school action plus reviews, progress is not statutory or has gone worse, the schoolnegoiates with the parent, request the ivolvement of the LEA, asking them to make an assessment. The assessment statutory : parents and school, the LEA to undertake a statutory on a child identifying with SEN. The LEA can take up to 6 weeks to consider whether to approve the application. Then the LEA will take 10 weeks to undertake a essay for the SEN child. Lea will request reports, evaluation, assessments from head teachers, teacher, nurses, gp, SENCO, parents and cares. Following the outcome of statutory assessment the LEA takes 2 weeks to notify to the parenst of their intentions whether they will issues a SA or suggest approriate. The statement of SEN is issued by the LEA only when the mainstream school are unable to meet the needs of a child with it exsisting resources and equipment. Parents then recieve a draft statement, then 8 weeks are given to be finanlized. A statementt is a legal document, procedures are put into place to monitor, review, evaluate the childs progress in a school that is fit for the child or purpose. They also support with transport need, dietery needs, aid needs. The statement LEA is then reviewed annually at which point it can be amended or seized according to the child progress. Statement of special educational needs: the pupil’s needs are severe or complex enough to require additional funding and resources to supplement the school’s support. Referrals for statutory assessment can be made by the child’s school or setting, a parent, or an agency such as a health is The Language of Disability Using the correct termonilogy when discussing the term DISABILITY is important, as use of bad language re enforces stereo types and influnences people attitude. Perhaps the best use of language is deaf and dumb. These words are extermly negative and makes acrossition between deaf and stupidity or having lack of inteligence. It also unlikely that the person is totally deaf. In the context of seacking most deaf people have some degree of speech, although this may be limited because of their inability to learn to say words which they can not hear. So they are not dumb. Eg: victim of . person who has. crippled by .. person who has. invilid . person with.. mental.. person with. disabled disabled person handicaped.. disabled person deaf and dumb.. person with hearing visual or speech mongoloid. person with down symdrome abnormal. different Disability, is a impairment that has a long term and substantial effect on a child’s ability may amount to a disability. This may include sensory impairments, such as those affecting sight or hearing, or hidden impairments such as dyslexia, autism, speech and language impairments, and attention deficit hyperactivity disorder. The Disability Discrimination Act 2005 builds on the 1995 Act by requiring all schools to produce a Disability Equality Scheme (DES). The DES must set out ways that schools promote equality of opportunity and promote positive attitudes towards pupils, sta? and others with disabilities. In addition there must also be an Access Plan. This plan must identify how discriminatory barriers are removed. For example: ?an improvement to the physical environment, such as ramps, room layout, lighting ? providing information in di? erent ways for children with a disability, such as audio, pictorial, larger print. Children or young people with medical needs such as diabetes or epilepsy would also be considered to have impairment and therefore be disabled if he or she: a) relies on medical treatment or aid in order to able to be able to carry out normal day to day activities (except needing to wear glasses or contact lenses). b) has a progressive condition (such as cancer, multiple sclerosis, muscular dystrophy or infection) or  c) has a severe disfigurement which affects normal day to day activities. Legal entitlements Disability Discrimination Act 1995 Protects the rights of all those with disabilities. It also places a duty on schools (and other organisations) to eliminate barriers to ensure that individuals can gain equal access to services. Disability Discrimination Act 2005 Places a duty for schools to produce a Disability Equality Scheme (DES) and an Access Plan. Schools must encourage participation in all aspects of school life and eliminate harassment and unlawful discrimination. The rights of children and young people with special educational needs and disability are set out in the Disability Discrimination Act 1995 . This includes the right to have their needs met without having to wait for a diagnosis. Equally a diagnosis alone does not mean that a child is covered by the act. It is the effect on a child’s ability to carry out day to day activities that has to be considered. Special Educational Needs and Disability Act 2001 Makes it unlawful for educational providers to discriminate against pupils with a special educational need or a disability. The Special Educational Needs and Disability Act (2001)11 strengthened the right of children and young people with special educational needs to equality of access to education, and in particular, to a mainstream school. A statutory duty on local authorities and schools: †¢ not to treat disabled pupils less favourably for a reason related to their disability. †¢ to make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage to those who are not disabled. †¢ to plan strategically and make progress in improving accessibility for disabled pupils over time, by: increasing access to the curriculum making improvements to the physical environment of the school to increase access to education and associated services making written information accessible in a range of different ways for disabled pupils, where it is provided in writing for non-disabled pupils. Race Relations Act 2000 Outlines the duty of organisations to promote good relationships between people from different races. Human Rights Act 1998 Sets out rights of all individuals and allows them to take action against authorities when their rights have been affected. Children Act 1989 Sets out the duty of local authorities (including schools) to provide services according to the needs of children and to ensure their safety and welfare Children Act 2004 Sets out the duty to provide effective and accessible services for all children and underpins the fi ve Every Child Matters outcomes Education Act 1996 Sets out the school’s responsibilities towards children with special educational needs. The Act also requires schools to provide additional resources, equipment and additional support to meet their needs Equality Act 2010. Sets out the legal responsibilities of public bodies, including schools, to provide equality of opportunity for all citizens. This brings together nine equality laws The Special Educational Needs Code of Practice 2001 This outlines the statutory guidance for policy and the procedures and responsibilities towards children with special educational needs. It includes the levels of support which should be provided to children, depending upon their individual need. Local authorities and schools are required to develop accessibility strategies and plans to demonstrate this. Children and young people with special educational needs and disability also have a right to have their disability equality positively promoted. Local authorities, schools and educational settings have a duty to ‘take a more proactive approach to promoting disability equality and eliminating discrimination. With this came the requirement to publish disability equality schemes and measure their impact, engage disabled stakeholders, and audit the needs of disabled children and adults within the community. Children with disabilities have poorer outcomes across a range of indicators. These include lower educational attainment, poorer health, more difficult transitions to adulthood and poorer employment outcomes. Families of disabled children are less likely to have one or both parents in work, and are more likely to suffer family break up. Siblings of disabled children may be more likely to suffer from emotional and behavioural problems. WITHIN THE SCHOOL 6. The school must appoint a SEN co ordinator to run a special needs policy 7. By observing, reporting, target, work being set, the SEN co ordinator must keep records and reports of all the children with needs 8. SEN co ordinator has taken lead responsibilty to draw up plans for indiviual childrenthey have to be reviewed each term 9. From sept 1994 all schools were obligied to publish their special need policy. For all the above to work the following conditions within the school environment must exsist. 10. A strong management of head and staff that are committed to speial needs. 11. They need to have good commnication and all need to know basis nformation is showed. 12. A whole school approach with everyone following same procedures 13. Inservice training, SEN is esstenial (current legisalation, current issues, everything updated) 14. Provision of adaquates, children persecfic resources to support the childs needs, specific to their ability 15. High profile educational needs, teachers should be an important part of their school life However school must be careful not to discriminate against pupils with SEN or disablity. There is a difference between SEN and disability. Not all children with disability will have a special edcuatonal need or visa versa. SEN is a relative term and the need is some what dependant on the learning environment. The effectiveness of teaching and the task to be done. Early recognition and intervention Early intervention has lasting benefits, providing a sound foundation for future learning and development. It enables some children to catch up with their class mates and for those who need support on a continuing basis it means thatbhelp is available as early as possible, reducing the risk of long-term under achievement. However, there are a number of factors that get in the way, including poor co-ordination between education, health and social care leading to gaps in support, shortfalls in the availability of childcare for disabled children, dif?culties in refocusing funding to support earlier intervention: Improving support for children with special needs from birth. Children develop and learn from the moment they are born. The ? rst few years are a crucial developmental phase, which do much to shape a child’s life chances. The role of parents in supporting their child’s learning in the early years, more than any other phase, is absolutely critical. Improving childcare for children with SEN and disabilities. Parents of children with SEN and disabilities have more dif? culty than others in ?nding suitable childcare. Key points include: 16. promoting a co-ordinated approach to early education and childcare 17. improving information on the availability of suitable childcare locally through Children’s Information Services and Childcare Link, and through 18. helping families to meet the additional costs Improving SEN advice and support to early years settings Raising the skills and awareness of staff in early years settings Removing barriers to learning Inclusion is about much more than the type of school that children attend. It is about the quality of their experience; how they are helped to learn, achieve and participate fully in the life of the school. But we know that the reality does not always match this. Schools and early years settings still vary enormously in their experience in working with children with SEN, and in the specialist expertise and resources available to them from other schools, local authority education and social services, health, and voluntary organisations. Schools should have the con? dence to innovate and with the skills and specialist support they need to meet the needs of all pupils successfully. How do school complete this with the help of local authority, parents, teacher and other specialist is by many ways: †¢ special schools providing education for children with the most severe and complex needs and sharing their specialist skills and knowledge to support inclusion in mainstream schools †¢ schools working together to support the inclusion of all children from their local community, backed up by good quality specialist advice from the local authority and health services, working in multi-disciplinary teams †¢ parents with con?dence, that, in choosing a local mainstream school, their child will receive a good education and be a valued member of the school community. †¢ help schools to develop effective inclusive practice through a Inclusion Programme bringing together education, health, social care and the voluntary sector †¢ provide practical tools and materials for schools and local authorities to improve access for disabled pupils †¢ clarify the future role for special schools, giving a strong focus to high standards and partnership working with mainstream schools and encouragement to participation in full †¢ take steps to improve the quality of education for children with more severe behavioural, emotional and social dif? culties †¢ work with the SEN to improve planning †¢ develop practical guidance on reducing reliance on high cost placements in residential special schools †¢ set minimum standards for SEN advisory and support services, to achieve greater consistency in quality, availability and cost effectiveness. Widening opportunities in mainstream education is very important when removing barriers. Dif? culties in learning often comes from an unsuitable environment or inappropriate grouping of pupils, in? exible teaching styles, or inaccessible curriculum materials – as much as from individual children’s physical, sensory or cognitive impairments. Children’s emotional and mental health needs may also have a signi? cant impact on their ability to make the most of the opportunities in school. Schools are committed to removing the barriers to learning that many children encounter in school. The National Curriculum contains a statutory statement, Inclusion – providing effective learning opportunities for all pupils. All OFSTED inspections reports implementing this requirement. Schools need to become more effective at responding to the needs of individual pupils through a Inclusion Development Programme. The programme will support partnership projects involving education, health and social care, voluntary organisations, higher education institutions, special and mainstream schools, and early years settings to develop. The aim is to develop evidence base about what works and build about how to implement good practice most effectively. Focusing initially on: †¢ autistic spectrum disorder (ASD) †¢ behavioural, emotional and social dif? culties (BESD) †¢ speech, language and communication needs (SLCN) and dyslexia †¢ moderate learning dif? culties (MLD). The Inclusion Development Programme will support schools and early years settings through: †¢ teaching and learning resources for teachers and early years practitioners †¢ training materials for, and advice on, effective deployment of learning support assistants †¢ guidance on effective classroom strategies †¢ models of good practice for working in multi-disciplinary teams †¢ information about where to go for more specialist advice and support Another great way when trying to remove barries is sharing expertise between special and mainstream schools. Breaking down the divide between mainstream and special schools to create a uni? ed system where all schools and their pupils are included within the wider community of schools. Educating children with the most severe and complex needs can be harder. However having strengthened parents that choose a mainstream place for their child, at the same time we recognise thatsome children have such severe and complex needs that they require more specialist provision than is currently available in most mainstream schools. Providing transport for children with SEN helps cutting back to cost, which enables children to be included and not at a disadvantage. Improving specialist advice and support for schools, parents, children and staff. Schools need access to specialist SEN advice and support to help them identify and meet children’s needs and to provide back-up when children’s needs suddenly change or crises occur. Raising expectations and achievement Schools provides education that brings out the best in every child, that builds on their strengths, enables them to develop a love of learning and helps them to grow into con? dent and independent. You can see great progress in the achievement of pupils in primary and secondary schools in recent years. But we need to do much more to help all children, including those with SEN to achieve as well as they can, not least if we are to reach the challenging national targets expected of all schools. All teachers should have the skills and con?dence – and access to specialist advicewhere and when necessary – to help children with SEN to reach their potential improved data giving parents and teachers a clearer picture of how well children working below age-related expectations are progressing young people able to follow courses which build on their interests and aptitudes and lead to recognised quali? cations young people with SEN actively involved in decisions about their education and options to have real opportunities for progression, training and work. Schools will: put children with SEN at the heart of personalised learning, helping schools to vary the pace and approach to learning to meet individual children’s needs deliver practical teaching and learning resources to raise the achievement of children with SEN strengthen the focus in Key Stage 3 on young people with SEN who are falling behind their peers Personalising learning for children with SEN embraces every aspect of school life including teaching and learning strategies, ICT, curriculum choice,organisation and timetabling, assessment arrangements and relationships with the local community. Supporting improvements in the quality of special school will help: †¢ promote leadership and management training for special school head teachers and managers †¢ increase access to diversity programmes in the special school sector to improve the curriculum †¢ develop tools to help local authorities to identify potentially failing special schools Its very imortant that schools Improve training and professional development opportunitie. Every teacher should expect to teach children with SEN and must ensure that they are equipped with the skills to do so effectively. This will require action at three levels of skills. Delivering improvements in partnership Schools are more consistency between local authorities in their strategic management of SEN, particularly in their use of statements, the level of delegated funding to schools. †¢ schools regularly reviewing the effectiveness of their SEN , with LEAs providing support and challenge where concerns are raised †¢ parents with greater con? Dence that their child’s SEN will be met in school, whether or not they have a statement †¢ greater integration of education, health and social care to meet the needs of children and families in line with the proposals set out Schools will promote more consistent practice through a team of expert, working closely with the Department for Education, who will provide support and challenge on key SEN issues including the use of statements, management of SEN resources, identifying and sharing good practice and tackling underperformance. The networking and collaboration facilitated by the SEN will support this work. They will make SEN Regional Partnerships directly accountable to the Department for Education and Skills for their work on the implementation of this strategy. Ensure that schools make inclusion an integral part of self-evaluation. Role of teaching assistants who work with children with SEN Teaching assistants who work with children with SEN and disabilities, often referred to as Learning Support Assistants (LSAs), play a valuable role, providing one-to-one support to children with SEN as well as wider support in the classroom. However, research suggests that individual support from an LSA can in some cases lead to less involvement by the teacher, leaving the LSA to deliver most of the curriculum. It is important that teachers and LSAs play complementary roles, avoiding over-dependence on the LSA and depriving the child of teacher attention. Similarly, whilst making due allowance for special needs, it is important that children do not rely excessively on the LSA or solely on one-to-one help. If they are supported to learn within peer groups, they will be better able to develop social and collaborative skills enabling them to move towards increasingly independent learning. Many schools have a mission statement which sets out the commitment of the school which focuses on inclusion and equality of opportunity. They are easily avaliable on their websites or can be asked for. There must also be written policies, designed to re? ect the rights and responsibilities of those within the school environment. Policies should also provide guidance for sta? and visitors to the school on ways to ensure inclusive practice. Schools have to conduct policies for many thing which leads to having many many policies. There may be a number of separate policies or they may be combined. Policies must include ways that schools work in relation to: ? race/cultural diversity ? equality of opportunity/inclusive practice ? safeguarding/bullying ? gi ed and talented pupils ? special educational needs ? disability and access. Policies are developed in response to legislation, codes of practice and statutory frameworks. The di? erent ways in which schools promote the rights and equality of opportunity for children and young people must be included in the policies. There is now a greater focus on the outcomes that is, the di? erence that legislation has made to individuals and groups within the school. Schools must monitor the strengths and any weaknesses in policy as they do with each indiviual student and staff. During school inspections, Ofsted also make judgements about the school’s inclusiveness. Legislation is frequently amended and changed in response to outcomes, so it is important that staff are familiar with up-to-date policies and procedures within your own setting. This help protect not only the pupils but staff and head of the school. The development of legislation, policies and practice should be seen as a cycle. The cycle goes like this: Legislation. . Practice and pr.

Flow of a Free Air Jet Laboratory Exercise

Flow of a Free Air Jet Laboratory Exercise An investigation into the structure of a free air jet and how its velocity is distributed during interaction with its surroundings Summary Air jets have provided the basis for jet propulsion mechanisms, commonly used to provide movement in jet engines, spacecraft and even particular marine animals. In aviation, it is important to measure an aircrafts velocity, altitude and Mach number in order to monitor performance and determine areas of improvement. In this experiment, a pitot-static tube system was set up along the axis of a free air jet, and the local velocity of the air jet was calculated and recorded using measurements from an inclined manometer as the pitot-tube was displaced in both the horizontal and vertical planes. The experimental and theoretical results highlighted the same trends, confirming the expectation that as decreased (due to increased displacement), local velocity, , also decreased. A divergence angle of 10.1ÂÂ ° was calculated, and the volume flow rate varied between 0.0149 m3s-1 and 0.049 m3s-1. Introduction An air jet is a nozzle or tube from which a directed pressurised jet of air is emitted. (1) These have provided the basis for jet propulsion producing a thrust in the opposite direction of the jet as demonstrated through Newtons third law. Airs jets are commonly used to provide movement in jet engines and spacecraft, and even certain marine animals have evolved to rely on jet propulsion mechanisms. (2) There are two main types of jet; impinging and free. While an impinging jet is directed towards a surface, this experiment is concerned with the interactions of a free, submerged air jet, where the jet is discharged into an ambient fluid of similar physical properties. (3) A pitot tube is a pressure measurement instrument used to measure fluid flow velocity. (4) This is done by converting the kinetic energy of the flow into potential energy (5). Pitot-static systems, consisting of a pitot tube, a static port and the necessary measuring instruments (6), are often used in aviation to determine an aircrafts velocity, altitude and Mach number, as well as having nautical applications in the calculation of boat and vessel speeds. (7) Theory 3.1 Velocity A pitot static tube measures two separate pressures: the stagnation pressure,, and the static pressure, (8) Bernoullis equation states that the total stagnation pressure is equal to the sum of the static pressure and the dynamic pressure, . The dynamic pressure is proportional to the density of the concerned medium, , and the square of the local velocity, v, such that: (equation 1) If the pressure difference between the stagnation pressure and static pressure is applied to alter the water level of a manometer, equilibrium is achieved when: (equation 2) Therefore, by combining equation 1 and equation 2, and assuming = 1.225 kgm-3 and = 1000 kgm-3, the local velocity in ms-1 can then be calculated through the relationship: (equation 3) 3.2 Flow Rate The volume flow rate leaving the nozzle of a circular air jet, can be considered equal to exit velocity, , multiplied by nozzle surface area, A. (9) This relationship is represented through the equation: (equation 4) Beyond the nozzle exit, the velocity cannot be considered constant at all vertical points in the jet; therefore, it is necessary to integrate to find the volume flow rate. The expanded profile of the air jet can be considered circular, consisting of a series of annuli areas containing an air flow rate equal to for each respective measured value of velocity and calculated area. This is represented visually in figure 1 below. Recalling the area of an annulus as, where is the radius along the mid-point of the annulus, and considering the asymmetrical profile of the final jet requires separate measurements in each hemisphere, the total volume flow rate can be calculated through: (equation 5) Here, is the local velocity at the required radius and is the area of half an annulus, where is the radius at which the velocity was measured. Method Apparatus Nozzle of diameter 30mm, to create the uniform circular jet of air to be measured. Pitot-static tube system, consisting of a pitot-tube, static tube and axial scales,to collect the air from the nozzle and carry it to the manometer. Manometer, inclined at an angle, ÃŽÂ ¸, which holds the liquid and allows for its movement depending on the pressure apparent from the pitot-static tube system. A zero, to locate the starting point at which measurements of the fluid distance along the manometer will be taken from. A ruler, to manually measure the distance travelled by the liquid along the manometer, . Procedure The zero was adjusted along the manometer to indicate the point at which further measurements with the ruler would be taken from and the pitot-static tube was moved along the apparatus to the origin, at the centre of the nozzle, where the coordinates corresponded to (0, 0). The air jet was turned on and, after allowing sufficient time to warm up, the distance the liquid had moved along the manometer, was measured, using the ruler, and recorded. The tube was then moved along the centreline across a series of predetermined distances away from the air jet (see Appendix A) up to 500mm the point (500,0) and was again measured and recorded at each interval. The pitot-static tube was then returned to sit 60mm away from the air jet and lowered to a vertical height of -28mm from the origin where was again measured and recorded. Maintaining an axial distance of 60mm, the pitot-static tube was then raised in increments of 4mm up to a maximum height of 28mm and the distance, , measured for each step. This experiment was then repeated at axial distances of 180mm and 300mm, through ranges of -50mm to 50mm and -60mm to 60mm respectively, using increments of 5mm in both. Results 5.1 Velocity Profiles The recorded distances,, for the three vertical experiments, were then converted into vertical distances, h; in this experiment, ÃŽÂ ¸ = 13ÂÂ °. The velocities at each height were then calculated using equation 3 and graphs of velocity against height for all three axial distances were drawn as shown in figures 3a, 3b and 3c below. 5.2 Plan View The divergence angle can be calculated by forming a triangle between the edge of the jet and a line perpendicular to the nozzle boundary; see figure 4. For this experiment: 5.3 Centreline Velocity Distribution The recorded distances, , for the centreline experiment were converted into vertical distances, h, using ÃŽÂ ¸ = 13ÂÂ °. The axial distance, x, was then divided by the nozzle diameter, D = 30mm, and a graph of velocity against was plotted, as seen below in figure 5. 5.4 Volume Flow Rate Assuming is constant at the edge of the nozzle, the exit volume flow rate can be calculated through equation 4: m3s-1 Beyond the nozzle exit, values for, the annulus width, and , the outer radius, were required to calculate volume flow rate. The values for were 4mm at an axial distance of 60mm, and 5mm at axial distances of 180mm and 300mm, and values for corresponded to the radial distances; these can be found in Appendices B, C and D. Using equation 5, the volume flow rates were found at x = 2D, x = 6D and x = 10D respectively, and the results displayed through table 1. Axial Distance (mm) Volume Flow Rate (m3s-1) 60 0.01925 180 0.034475 300 0.048705 A graph of volume flow rate against axial distance was then plotted for comparison; see figure 6 below. 6.1 Structure of the Air Jet An air jet is comprised of three important regions: the core, the mixing region and the edge or boundary. Within the core, the velocity does not vary significantly from the nozzle exit speed. From the measurements in this experiment, this region exists up to around 180mm along the centreline (see figure 5). Outside of the core, illustrated in figure 4, the mixing region is encountered. Throughout this region, the local velocity,, is less than the exit velocity, , due to the reaction of the air jet with the ambient fluid. The edge or boundary of the jet represents the radial distance at which the local velocity is equal to zero at each centreline distance. The edge of the jet increases linearly at a rate dependent on the divergence angle, measured to be 10.1ÂÂ ° in this experiment. This is similar to the universal value for the divergence of a jet of 11.8ÂÂ °, which is independent of nozzle diameter, discharge speed or the medium involved. (10) 6.2 Diameter of the Air Jet From the plan view illustrated in figure 4, it can clearly be seen that the air jet spreads out as axial distance increases. This occurs as a consequence of the significant velocity difference between the jet and the ambient fluid, which creates a highly unstable shear layer at the edge of the jet. This shear layer is subject to large variance in local velocities, generating strong turbulent fluctuations which subsequently entrain the ambient fluid into the path of the jet, increasing the mixing of the two fluids. As a consequence of both the turbulent fluctuations and the entrainment of the ambient fluid, the shear layer continues to be pushed outwards as the jet flows downstream. (11) 6.3 Centreline Volume Distribution Figure 5, above, clearly illustrates that up to a value of = 6, the velocity along the centreline varies very little, with a range of 0.833 ms-1. This region is known as the core, where. The only source of momentum when the jet exits the nozzle is from the jet itself, as the surrounding fluid is at rest. The absence of external forces acting on the jet suggests that the centreline velocity will remain constant as distance increases. (11) Beyond an axial distance of 180mm, the velocity follows an inversely proportional relationship with distance, decreasing at a rate of (where k is an unknown constant). This occurs when the core of the jet interacts with entrained ambient fluid caused by significant velocity fluctuations at the edge of the jet, decreasing the velocity of the fluid as discussed in section 5.2. Due to the interaction between two different fluid flows, the region in which this occurs is referred to as the mixing region. 6.4 Volume Flow Rate Figure 6 suggests that volume flow rate increases linearly with axial distance, rising from 0.015m3s-1 at the nozzle exit to 0.049m3s-1 at an axial distance of 300mm. From section 4.4, it is known that the volume flow rate is a function of the jet area and local velocities across the diameter. Due to conservation of momentum, it is expected that as the area increases, the velocity decreases such that the volume flow rate remains constant across all axial distances. However, the increase in volumetric flow is a result of entrainment of the stationary surrounding fluid. The turbulent flow caused by the velocity fluctuations in the shear layers contributes to an increased local velocity across the diameter of the jet, increasing volume flow rate. 6.5 Experimental Errors and Uncertainties Although this experiment has successfully demonstrated the characteristics of a free air jet as highlighted in this discussion section, numerous errors and uncertainties were still encountered throughout the experiment which could have had a potentially significant effect on the results obtained. One of the most common sources of uncertainty was the use of a ruler to measure the distance of the fluid along the manometer. This combined human error, due to the estimation of both the zero position and the final position of the fluid meniscus with systematic error, as a consequence of the ruler measuring with an uncertainty of ÂÂ ±1mm and therefore, accurate measurements for were not obtained. Similarly, the location of the necessary axial and radial positions for the pitot-tube were subject to a similar human error. The fluid in the manometer also contained several air bubbles prior to the experiment; this is a systematic error as it would subsequently affect every manometer dista nce reading. Therefore, it is possible that the results obtained for could consistently higher than expected due to the presence of these air bubbles in the fluid. The final significant error involved in this experiment was the random error associated with the changing position of the static tube. For a set axial and radial positioning of the pitot-static tube, changing the height and geometry of the static tube caused the manometer reading to alter slightly as well. Although efforts were made to maintain the location of this tube, there is still the possibility it could have caused sporadic errors in the results. To conclude, the experiment outlined in this report was successful in demonstrating the interactions of a free air jet with an ambient fluid and, subsequently, the effects of the displacement of the pitot-tube on the local velocity along the centreline and throughout the mixing region. The decreasing local velocity as displacement increased was found to be a result of turbulent fluctuations causing entrainment of ambient fluid into the path of the jet. In the experiment, the maximum velocity was found to be around 20ms-1 for a distance of 180mm along the centreline of the jet and the divergence angle was calculated to be 10.1ÂÂ °. These results were useful in introducing the basic structure of an air jet, which comprises of three main regions: the core, the mixing region, and the edge. The slight discrepancy between the measured divergence angle and the universal angle of 11.8ÂÂ ° (9) can be considered due to the inaccuracy in measuring the position of the fluid meniscus in the manometer using a ruler, producing potentially unreliable results. The findings from this experiment are statistically insignificant due to the nature of the apparatus used and the various possible sources of error, both systematic, due to air bubbles present in the manometer fluid, and human, arising from the use of a ruler for distance measurements. However, the experiment was useful in demonstrating the interactions of an air jet with its surroundings, as well as introducing the concept of internal structures within a free air jet. [1] Oxford Dictionaries, Air Jet, [Online]. Available: https://en.oxforddictionaries.com/definition/air_jet. [Accessed 24 March 2017]. [2] LearningInfo, Which Animals use Jet Propulsion, [Online]. Available: http://www.learninginfo.org/sandbox/which-animals-use-jet-propulsion.htm. [Accessed 25 March 2017]. [3] W. Grassi, Impinging Jets, 2 February 2011. [Online]. Available: http://www.thermopedia.com/content/872/ . [Accessed 24 March 2017]. [4] Wikipedia, Pitot Tube, [Online]. Available: https://en.wikipedia.org/wiki/Pitot_tube. [Accessed 25 March 2017]. [5] Efunda, Pitot Tubes Theory, [Online]. Available: http://www.efunda.com/designstandards/sensors/pitot_tubes/pitot_tubes_theory.cfm. [Accessed 26 March 2017]. [6] P. Willits, Guided Flight Discovery Private Pilot, Jeppesen Sanderson, 2004. [7] S. Houston, Pitot Static System, 13 October 2016. [Online]. Available: https://www.thebalance.com/aircraft-systems-pitot-static-system-282605. [Accessed 26 March 2017]. [8] I. Gursal, Flow of a Free Air Jet, University of Bath, Bath, 2017. [9] Khan Academy, What is Volume Flow Rate, [Online]. Available: https://www.khanacademy.org/science/physics/fluids/fluid-dynamics/a/what-is-volume-flow-rate. [Accessed 27 March 2017]. [10] Dartmouth College, Turbulent Jets, [Online]. Available: https://thayer.dartmouth.edu/~d30345d/books/EFM/chap9.pdf. [Accessed 24 March 2017]. [11] Anon, Jet, [Online]. Available: https://www.eng.fsu.edu/~shih/succeed/jet/jet.htm. [Accessed 29 March 2017].

Allegory in Forsters The Other Side of the Hedge Essay -- Forster Oth

Allegory in Forster's The Other Side of the Hedge After reading the first few paragraphs, The Other Side of the Hedge, by E. M. Forster, seems to be nothing more than a story about a man walking down a long road. The narrator's decision to go through the hedge transforms the story into an allegory that is full of symbols representing Forster's view of the journey of life. The author develops the allegory through the use of several different symbols including the long road, the hedge and the water. The allegory is about man's life journey toward the ultimate goal of heaven. When the reader interprets the story on a literal level, it seems somewhat realistic, but he quickly senses a double meaning. In the story, the narrator travels on a long, dusty road that seems to have no end. He tells about the other people of the road, discussing the possessions that they attempt to carry with them. Some of these people abandon their journey, leaving their possessions behind to gather dust. The target of E.M. Forster's allegory is the transition from life on earth to life in heaven. Forster's many symbols in the story portray his view of life. One important symbol that Forster mentions several times is the long, dusty road. The seemingly endless road represents the long, difficult journey of life. The people in the story must travel on the road even though it never ends and leads them nowhere. At first, they carry as many possessions with them as possible, but they eventually leave them behind, as he journey becomes more difficult. The narrator says, "The road behind was strewn with the things we had all dropped." Eventually, the people of ... ... falls into the water, it cleanses his body physically, but it also cleanses his soul symbolically. His body is no longer covered with dust from his journey on the road. The water also causes the main character's pedometer to stop working. This further indicates that all links to the narrator's past life have been destroyed. He has moved on to a different stage in life, and there is no turning back. E.M. Forster's use of allegory and symbolism in The Other Side of the Hedge helps present his belief that the journey toward heaven is easier when one has fewer possessions and does good deeds for others. When the main character strays from the road, he begins a symbolic journey into heaven. The hedge strips him of his worldly possessions, while the water cleanses him spiritually, preparing him for the life to come.

Barbara Ehrenreichs The Hearts of Men Essay -- Barbara Ehrenrech Gend

Barbara Ehrenreich's The Hearts of Men Barbara Ehrenreich, in The Hearts Of Men, illustrates how gender roles have highly constricted men, not just women, and therefore have inhibited American society from developing its full potential. She deviates from conventional wisdom, which says that gender roles have been largely detrimental to only half the population, which is simultaneously confined to working in the domestic sphere and prevented from participating in the public realm. Her theory says that Americans subscribe to a "sexuo-economic system" which reduces men to "mere earning mechanisms" and forces women to "become parasitic wives" (6, 4). As she explains, members of both sexes adhere to a system which forces them to succumb to specific gender roles, which in turn prevent them from becoming their true selves. Thus, every American has a vested interest in restructuring the ways men and women interact. The most striking element of Ehrenreich 's argument, however, lies in the her assertion that men have suffered more than women from their gender role. This provides a compelling incentive for the American patriarchal power structure to want an end to stifling gender roles. The power of her argument comes from the union that would occur, if men agreed a change must be made with women who have felt this way for centuries. Ehrenreich hopes that men and women "might meet as rebels-not against each other but against a social order that condemns so many of us to degrading or meaningless work in return for a glimpse of commodified pleasures" (182). The most illuminating element of The Hearts of Men is the unique approach Ehrenreich takes in evaluating the effect gender roles have on men financially. She takes the fact that ... ...ts Amendment it was women who voice the loudest protest. For anti-ERA women like Phyllis Schlafly, "the interests of the sexes are irreconcilably opposed; the survival of women depends on the subjugation of men; the most intimate relationships can be used as instruments of a larger coercive scheme" (168). Ehrenreich looks at the issue of gender equality from a unique, untraditional perspective. Instead of focusing on female benefits, The Hearts of Men demonstrates how much men stand to gain through gender equality. "Men will have to give up ruling-class privileges, but in return they will no longer be the only ones to support the family, get drafted, or bear the strain of power and responsibility" (116). An article was written in Time in 1970, entitled "What would it be like if women won?" Ehrenreich book "strongly suggests in would be like men had won too" (116). Barbara Ehrenreich's The Hearts of Men Essay -- Barbara Ehrenrech Gend Barbara Ehrenreich's The Hearts of Men Barbara Ehrenreich, in The Hearts Of Men, illustrates how gender roles have highly constricted men, not just women, and therefore have inhibited American society from developing its full potential. She deviates from conventional wisdom, which says that gender roles have been largely detrimental to only half the population, which is simultaneously confined to working in the domestic sphere and prevented from participating in the public realm. Her theory says that Americans subscribe to a "sexuo-economic system" which reduces men to "mere earning mechanisms" and forces women to "become parasitic wives" (6, 4). As she explains, members of both sexes adhere to a system which forces them to succumb to specific gender roles, which in turn prevent them from becoming their true selves. Thus, every American has a vested interest in restructuring the ways men and women interact. The most striking element of Ehrenreich 's argument, however, lies in the her assertion that men have suffered more than women from their gender role. This provides a compelling incentive for the American patriarchal power structure to want an end to stifling gender roles. The power of her argument comes from the union that would occur, if men agreed a change must be made with women who have felt this way for centuries. Ehrenreich hopes that men and women "might meet as rebels-not against each other but against a social order that condemns so many of us to degrading or meaningless work in return for a glimpse of commodified pleasures" (182). The most illuminating element of The Hearts of Men is the unique approach Ehrenreich takes in evaluating the effect gender roles have on men financially. She takes the fact that ... ...ts Amendment it was women who voice the loudest protest. For anti-ERA women like Phyllis Schlafly, "the interests of the sexes are irreconcilably opposed; the survival of women depends on the subjugation of men; the most intimate relationships can be used as instruments of a larger coercive scheme" (168). Ehrenreich looks at the issue of gender equality from a unique, untraditional perspective. Instead of focusing on female benefits, The Hearts of Men demonstrates how much men stand to gain through gender equality. "Men will have to give up ruling-class privileges, but in return they will no longer be the only ones to support the family, get drafted, or bear the strain of power and responsibility" (116). An article was written in Time in 1970, entitled "What would it be like if women won?" Ehrenreich book "strongly suggests in would be like men had won too" (116).

Class Distinctions and Internal Struggle in the Works of James Joyce Es

Class Distinctions and Internal Struggle in the Works of James Joyce      Ã‚  Ã‚   In the early twentieth century, Ireland, and more specifically Dublin, was a place defined by class distinctions. There were the wealthy, worldly upper-class who owned large, stately townhouses in the luxurious neighborhoods and the less fortunate, uneducated poor who lived in any shack they could afford in the middle of the city. For the most part, the affluent class was Protestant, while the struggling workers were overwhelmingly Catholic. These distinctions were the result of nearly a century of disparity in income, education, language, and occupation, and in turn were the fundamental bases for the internal struggle that many of Joyce's characters feel. Torn between the life they lead and the one they dream of, these people are reflections of the harsh setting in which Joyce himself spent his life. Although Joyce never explicitly explains why his main characters in "A Little Cloud," "Eveline," "Counterparts," and "The Boarding House" are so deprived, it is clear that they are at an unfair disadvantage in some way. He uses them to spotlight and protest the hardships that so many people of Dublin were forced to endure simply because of their religion and its effects on the other aspects of their lives.    The Irish-Catholics of Dublin in this era were overwhelmingly poverty-stricken, especially when compared to the English people who controlled the government and businesses. In fact, in 1914, the same year that Dubliners was first published, "74,000 people in Dublin lived in one-room tenements, and about 56,000 more in two-room tenements; and this 130,000 people represented 42 per cent of Dublin's citizens" (Cahalan 178). Even a noted employe... ...Handbook. Ed. James R. Baker and Thomas F. Staley. Belmont, Calif.: Wadsworth Pub. Co., 1969. 120-24. Joyce, James. "The Boarding House." The Bedford Introduction to Literature. 332-37. ---. "Counterparts." Dubliners. New York: Viking Press, 1968. 86-98. ---. "Eveline." The Bedford Introduction to Literature. 329-31 ---. "A Little Cloud." The Bedford Introduction to Literature. 337-45. Ledden, Patrick J. "Education and Social Class in Joyce's Dublin." Journal of Modern Literature 22.2 (1998): 329-36. Ryan, Ellen Bouchard, Howard Giles, and Richard J. Sebastian. Attitudes Toward Language Variation: Social and Applied Contexts. London: Edward Arnold, 1982. Torchiana, Donald T. Backgrounds for Joyce's Dubliners. Boston: Allen & Unwin, 1986. Walzl, Florence L. "Patterns of Paralysis in Joyce's Dubliners." College English XXII. (1961): 226.

Performing and Visual Arts

Performing and Visual Arts Mia Debrowski ARTS 100 August 27, 2012 Jordan Handler Performing and Visual Arts If there is one thing in this life that cannot be escaped, it is art. Art takes over our visual, audio senses as well as sensation of touch at times. Not only does art take over our senses but it does something very wonderful to our mental status. It raises awareness and stimulates our brains. Some art can touch us on a very deep emotional level. The very definition of art may vary from one person’s opinion to another.It has been said that for centuries the many have debated without resolution of defining the word â€Å"art† (Sporre, 2011). The definition of performing and visual art can be described as a creative form of communication through several different outlets. These may include plays, music, paintings, sculptures, dance and so much more. My personal experience with art has been such a positive influence in my life. Art has always been my escape. When I w as a teenager I was going through some hard family times.On my lunch break at school Iwould go into the music room and teach myself how to play the piano. Typically I get frustrated very easily when I do not know how to do something and I do not pick up on it right away. My fingers were not limber enough for piano, I knew how to read music but had no idea where these notes were located on the piano, I was clueless. For some reason sitting at that piano calmed me, I never once got frustrated. To this day music is still an outlet for me. More often then that it includes dancing to go with it.I love to dance for fun, dance away my stress. I adore watching true dancers perform more than anything. I often watch the Television show So You Think You Can Dance on Fox. There has been so many times that the performance has made me cry. There are several things that go into this amazing performance making me cry. The choreographer turn their story into a vision of dance in their head and pair it with the perfect song. A choreographer can have a great dance but without the perfect dancers then it will never come across right.The dancer has to have the raw emotion come through their performance as well. The wardrobe also helps create this character the dancer is trying to portrait. When all of these elements are paired together just right it creates a truly magical experience for me. I think humans cannot help ourselves in creating art. We are a very creative, intelligent and emotional species. I think that art is our way of expressing ourselves, telling our stories and reaching out to others. Art creates a common ground for people that they may not otherwise have.One of the first things infants do is coo at themselves almost in song. When an infant gets to a point where they can stand or walk first instinct is to bounce when they hear music. To be without art would to be without emotion and passion. It seems that it is almost encoded into our DNA to have creativity and ar tistic abilities, even if it is in just the mildest form. References D. J. Spoore, Perceiving the Arts: An Introduction to the Humanities. (pp. 1-235). Upper Saddle River : Prentice Hall. Performing and Visual Arts The definition for visual and performing arts is: skill that requires public performance, as acting, singing, dancing. To discuss personal experiences with the visual and performing arts as a creator, performer and audience member will be addressed, followed by the values of studying visual and performing arts, the indication why visual and performing arts is created, and how it reflects to society. Some of the experiences I have on Visual and Performing arts are as a creator, performer and especially an audience member.I had been involved in music since the 5th grade. I loved being a part of a choir and the great benefits it had towards me even till this day. My most memorable moment was when I made the top 5 soprano list in the Phoenix Union High School. It has taught me a lot about team work, perseverance, and confidence. My experience with being an audience member for visual arts expands as each year comes. Lots of my experiences come from back in high school, only four years ago . With the help of my performing art teachers I was about to see many varieties of performances.They include Madame Butterfly, Jesus Christ Superstar, Rent, Traditional Mexican Folk Dance (La Rondalla) and Jazz Mad. As an audience member, I really enjoy what the visual and performing arts has in store for all of us. I support and encourage strongly the importance of art, music, dance, theater and all that the visual and performing arts has to offer. I think it’s an amazing way for one to express themselves as well as so many emotions and cultures. As someone who is studying to become a teacher, the value of studying the visual and performing arts is just as important as knowing your own career.So many values can be cherished from the visual and performing arts. For someone who is teaching it should have the feeling of accomplishment when you find your own student enjoying what they are producing. The value of finding comfort in what you taught is being translated in a positiv e energy. Sporre â€Å"When a person Studies the mechanics of internal combustion engines, the intended result is that he should be better able to understand, design, build, or repair such engines, and sometimes he should be better able to find employment because of his skills, and thus better life†¦Ã¢â‚¬â€œ For living is a vocation we have in common despite our differences. † (p. g. 3) Humans are known for being creative people. People create of participate in the visual and performing arts because it’s a ways for them to express themselves. Whether it’s just a hobby or a career; this is a way for people to examine and communicate with the world. Sporre â€Å"Humans are a creative species. Whether in science, politics, business, technology, or the arts, we depend on our creativity almost as much as anything else to meet the demands of daily life. † (p. g.5)Sporre â€Å"Recognizing the artistic principles and influences all around us makes our world more interesting and habitable. The arts are elements of life with which we can and must deal and to which we must respond every day. We live with the arts because their principles permeate our existence. Specifically, the aesthetic experience provides a way of knowing and communicating in and of itself, separate from other ways of knowing and communicating. The arts play important roles in making the world around us a more interesting and habitable place.â€Å"(p. g. 2)In conclusion, my experiences in visual and performing arts with regards to creator, performance and audience member are involved in today’s world. I strongly believe in the values that the visual and performing arts has to offer and the end reward that it gives to each individual that is a part of it whether if they are performing, creating or watching. Humans are creative people and their participation in visual arts is performed every day and is influenced by society. Performing and Visual Arts Performing and Visual Arts Mia Debrowski ARTS 100 August 27, 2012 Jordan Handler Performing and Visual Arts If there is one thing in this life that cannot be escaped, it is art. Art takes over our visual, audio senses as well as sensation of touch at times. Not only does art take over our senses but it does something very wonderful to our mental status. It raises awareness and stimulates our brains. Some art can touch us on a very deep emotional level. The very definition of art may vary from one person’s opinion to another.It has been said that for centuries the many have debated without resolution of defining the word â€Å"art† (Sporre, 2011). The definition of performing and visual art can be described as a creative form of communication through several different outlets. These may include plays, music, paintings, sculptures, dance and so much more. My personal experience with art has been such a positive influence in my life. Art has always been my escape. When I w as a teenager I was going through some hard family times.On my lunch break at school Iwould go into the music room and teach myself how to play the piano. Typically I get frustrated very easily when I do not know how to do something and I do not pick up on it right away. My fingers were not limber enough for piano, I knew how to read music but had no idea where these notes were located on the piano, I was clueless. For some reason sitting at that piano calmed me, I never once got frustrated. To this day music is still an outlet for me. More often then that it includes dancing to go with it.I love to dance for fun, dance away my stress. I adore watching true dancers perform more than anything. I often watch the Television show So You Think You Can Dance on Fox. There has been so many times that the performance has made me cry. There are several things that go into this amazing performance making me cry. The choreographer turn their story into a vision of dance in their head and pair it with the perfect song. A choreographer can have a great dance but without the perfect dancers then it will never come across right.The dancer has to have the raw emotion come through their performance as well. The wardrobe also helps create this character the dancer is trying to portrait. When all of these elements are paired together just right it creates a truly magical experience for me. I think humans cannot help ourselves in creating art. We are a very creative, intelligent and emotional species. I think that art is our way of expressing ourselves, telling our stories and reaching out to others. Art creates a common ground for people that they may not otherwise have.One of the first things infants do is coo at themselves almost in song. When an infant gets to a point where they can stand or walk first instinct is to bounce when they hear music. To be without art would to be without emotion and passion. It seems that it is almost encoded into our DNA to have creativity and ar tistic abilities, even if it is in just the mildest form. References D. J. Spoore, Perceiving the Arts: An Introduction to the Humanities. (pp. 1-235). Upper Saddle River : Prentice Hall.