Science and Professional Practice and Psychology

Questions: 1. Identify and describe one ethical issue that the authors would have considered when planning this research. 2. Outline how this issue may have been addressed to the satisfaction of a Human Research Ethics Committee what would the researchers have had to do in order to avoid this ethical issue? Answers: (1). One of the ethical issues that would have been considered by Whitworth, Loftus, Skinner, Gasson, Barker, Bucks, Thomas (2013) when planning their research is the distinctive vulnerability of the persons with mental illness, intellectual disability, and cognitive impairment as research participants such as distress and discomfort. In the journal, the authors undertook to include the persons suffering from Parkinsons disease (PD) in the research process that involved the influence of the personality traits such as extraversion and neuroticism on the health-related quality of life. As stipulated in Chapter 4.5 of the National Statement on Ethical Conduct in Human Research, the people suffering from mental illness, intellectual disability, and cognitive impairment are entitled to participate in any research process (Nhmrc.gov.au, 2014). However, their inclusion in the research process as participants should be limited to the particular illness, disability, or impairment conditions from which they are suffering (Carlson, 2013). Unfortunately, the authors did not put the medical conditions into consideration while seeking the consent of the participants. The implication of such failure implies that the participants cannot disclose accurate information such as their current medication, the duration of the condition, the medical history, marital status, and age as required by the research team. Consequently, this leads to errors in the study data obtained through administering questionnaires and interviews. In addition, in cases where the condition is incidental or temporary, there is the risk of involving the participants in the research process at the time the condition occurs. The implication of such a scenario is that there is a possibility of variation or loss of consent. (2). The ethical issue of distinctive vulnerability of the participants may have been addressed to the satisfaction of a Human Research Ethics Committee by taking appropriate care to ensure that any burden or risk incurred in the research process is justified through adequate beneficence. Secondly, the researchers should have considered the respect of the participant by seeking their consent before the commencement of the research process. Alternatively, the consent would have been sought from the relatives in a case where the participant does not have the capacity to consent. In addition, in a case where the illness, disability, or impairment is episodic or temporary, the researchers should have attempted to seek the consent of the participants at the instant when the condition cannot interfere with the capacity of the participants to give their consent (Bosek, Savage, 2007). While seeking the consent, the participants should be engaged in a discussion about the variability or loss of t he consent. Further, a party with the capacity of understanding the procedures, risks, and merits should witness the consent of participation (Weisstub Arboleda-Flrez, 1997). Consequently, the witness should be independent of the team undertaking the research and where appropriate, the witness should have an intricate knowledge of the participant, especially concerning his/her illness, disability, or impairment. The other way that the researchers would have met that the requirements of the Human Research Ethics Committee are by considering the nature of the illness, disability, or impairment, the current treatment or medication, the distress and discomfort of the participants, and the complexity of the study. References Bosek, M. S. D., Savage, T. A. (2007).The ethical component of nursing education: Carlson, L. (2013). Research ethics and intellectual disability: broadening the debates. Chapter 4.5: People with a cognitive impairment, an intellectual disability, Weisstub, D. N., Arboleda-Flrez, J. (1997). Whitworth, S. R., Loftus, A. M., Skinner, T. C.

The Influence of Arts in Education a Problem Analysis Essay Example For Students

The Influence of Arts in Education: a Problem Analysis Essay The American boards of education have dictated that the emphasis in education would be on math, science, and reading, and therefore they cut back on other programs. The intense focus on the basic skills is a sea of change in American instructional practice, with many schools that once offered rich curriculums now systematically trimming courses like social studies, science and particularly art (Dillon, 2006). The federal government through the LIST. Department Of Education and the National Endowment for the Arts has maintained a consistent connection With arts education in the public schools over the last 10 years. This has occurred in part through targeted funding for programs?often involving readerships between schools and community organizations; professional development for teachers and teaching artists; and research and evaluation. The tuft agencies have cooperated as well in the data collection efforts of the National Center for Education Statistics, which provide important insights into the status and condition of arts education in the country. The No Child Left Behind Act of 2001 (UNCLE) is arguably the most significant federal action to affect arts education, and education generally, in the last decade?if not the last 40 years. We will write a custom essay on The Influence of Arts in Education: a Problem Analysis specifically for you for only $16.38 $13.9/page Order now This legislation, as with the Goals 2000 law, is an update of the basic deader education law originally enacted in 1965. No Child Left Behind was signed into law in January 2002. It expanded the federal role in education in order to close the achievement gap between disadvantaged and minority students and their peers, To comply with the law, states have developed plans to increase student achievement and have set performance goals, which all students are expected to meet by 2013-14 in reading and mathematics. In almost every section of the law, UNCLE stresses that decision about the allocation of federal resources for education should be grounded in scientifically-based research. The intent, as interpreted by the Department of Education, is to transform education into an evidence-based field. In education, high test scores means higher budget. But in a failing economy, schools have to decide vatu is more important: well flushed out art classes that cannot gather empirical data as to their progression, or having test scores that meet UNCLE standard. The crisis Of money is real, so because music and the arts arent government-tested like reading, writing and math are. School districts are pressured into cutting them first. It puts decision makers in a very uncomfortable position because they see he advantages of the arts, but when the students are being tested in some areas and not others, the resources and money tend to follow the testing. The arts programs tend to be cut first for this reason. Most every school where the arts programs are cut, show a decrease in morale and attendance. There is also an increase in vandalism and disruptions, so within a few years, most Of them have had to add additional disciplinary staff to handle the problems that were created by not providing a full gamut Of knowledge that human beings need. These staff additions cost more than keeping the arts programs in the schools ND are hurting testing scores in the process. Usually created by commercial test publishers, standardized tests are designed to give a common measure of students performance. Because large numbers of students throughout the country take the same test, they give educators a common yardstick or standard of measure. Educators use these standardized tests to tell how well school programs are succeeding or to give themselves a picture of the skills and abilities of todays students. However, the results from these tests can only help teachers develop programs that suit students achievement levels in specific object areas, such as reading math, language skills, spelling, or science (Dillon 2006), These are the tests that encourage teachers and administrators make decisions regarding the instructional program. They help schools measure how students in a given class, school, or school system perform in relation to other students who take the same test. Using the results from these tests, teachers and administrators evaluate the school system and the funded school programs. As schools increasingly shape their classes to produce high test scores, many life skills not measured by tests just dont get taught (Wetland, game; Winner, 2007). The student that is then subject to this manner of instruction is situated in the idea that knowledge only Comes from the subjects tested, and is then narrowed into only those areas of professionalism. It seems plausible to imagine that art classes might help fill the gap by encouraging different kinds Of thinking. While students in art classes learn techniques specific to art, theyre also taught a remarkable array Of mental habits not emphasized elsewhere in school. Such skills include visual-spatial abilities, reflection, self-criticism. And the willingness to experiment and learn from mistakes (Dickinson, McKenna, game; Deletions, 997). All are important to numerous careers, such as Business Management, Entrepreneurship, Politics, and Teaching, but are widely ignored by todays standardized tests. Whats more, most of the habits picked up within arts education actually help in preparation for standardized tests. The relationship between arts learning and the SAT is of considerable interest to anyone concerned with college readiness and admissions issues. The SAT Reasoning Test (formerly known as the SAT l) is the most widely used test offered by the College Board as part tot its SAT Program. It assesses students verbal and math skills and knowledge and is described as a standardized measure of college readiness. Many public colleges and universities use SAT scores in admissions. Nearly half of the nations three million high school graduates in 2005 took the SAT. Multiple independent studies have shown increased years of enrollment in arts courses are positively correlated with higher SAT verbal and math scores. High school students who take arts classes have higher math and verbal SAT scores than students who take no arts Arts participation and SAT scores co- vary?that is, they tend to increase linearly: the more arts classes, the more educational habits are picked up, and the higher the scores. One of these habits is persistence: Students work on projects over sustained periods of time and are expected to find meaningful problems and persevere through frustration. An ethnographic study of seventh grade boys in special education revealed use of the visual arts helped them become more sophisticated, less reluctant readers. Described as learning disabled, the boys were encouraged to use visual forms Of expression to convey their understanding Of reading assignments. After a nine-week course of visualization training, they also took a more active role in aiding and began to interpret text rather than passively reading it. Another is expression: Students are urged to move beyond technical skill to create works rich in emotion, atmosphere, and their own personal voice or vision. In an experimental research study of high school age students, those who studied dance scored higher than unruliness on measures of creative thinking, especially in the categories of fluency, originality and abstract thought, Whether dancers can use their original abstract thinking skills in other disciplines is an important area of exploration. A third is making clear connections between schoolwork and the world outside the classroom: Students are taught to see their projects as part of the larger art world, past and present. Each of these habits clearly has a role in elite and learning, but we were particularly struck by the potentially broad value of four other kinds of thinking being taught in the art classes we documented: observing, envisioning, innovating through exploration, and reflective self-evaluation Though far more difficult to quantify on a test than reading comprehension or math computation, each has a high value as a learning tool, both in school and elsewhere in life. We dont need the arts in our schools to raise mathematical and verbal skills we already target these in math and language arts. .u87184f5cc714837db3b51f1b3d6f42fc , .u87184f5cc714837db3b51f1b3d6f42fc .postImageUrl , .u87184f5cc714837db3b51f1b3d6f42fc .centered-text-area { min-height: 80px; position: relative; } .u87184f5cc714837db3b51f1b3d6f42fc , .u87184f5cc714837db3b51f1b3d6f42fc:hover , .u87184f5cc714837db3b51f1b3d6f42fc:visited , .u87184f5cc714837db3b51f1b3d6f42fc:active { border:0!important; } .u87184f5cc714837db3b51f1b3d6f42fc .clearfix:after { content: ""; display: table; clear: both; } .u87184f5cc714837db3b51f1b3d6f42fc { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u87184f5cc714837db3b51f1b3d6f42fc:active , .u87184f5cc714837db3b51f1b3d6f42fc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u87184f5cc714837db3b51f1b3d6f42fc .centered-text-area { width: 100%; position: relative ; } .u87184f5cc714837db3b51f1b3d6f42fc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u87184f5cc714837db3b51f1b3d6f42fc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u87184f5cc714837db3b51f1b3d6f42fc .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u87184f5cc714837db3b51f1b3d6f42fc:hover .ctaButton { background-color: #34495E!important; } .u87184f5cc714837db3b51f1b3d6f42fc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u87184f5cc714837db3b51f1b3d6f42fc .u87184f5cc714837db3b51f1b3d6f42fc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u87184f5cc714837db3b51f1b3d6f42fc:after { content: ""; display: block; clear: both; } READ: Jane Eyre Essay ThesisWe need the arts because in addition to introducing students to aesthetic appreciation, they teach other modes of thinking we value. For students living in a rapidly changing world, the arts teach vital modes Of seeing, imagining, inventing, and thinking. If our primary demand of students is that they recall established facts, the children we educate today will find themselves ill-equipped to deal with real-world. A group of 162 children, ages 9 and 10, were trained to look closely at works of art and reason about what they awe. The results showed that childrens ability to draw inferences about artwork transferred to their reasoning about images in science. In both cases, the critical skill is that of looking closely and reasoning about what is seen. Those who have learned the lessons of the arts, however how to see new patterns, how to learn from mistakes, and how to envision solutions are the ones likely to come up with the novel answers needed most tort the future. A Literature Review The issue and argument against said cuts has been an ongoing conversation since the early asses. Research in arts education has consistently shown that he arts are a distinct form of knowledge requiring sustained and demanding work and yielding kinds of empathy, understanding, and skill both equal to and distinctive from those available in chemistry, civics, and mathematics. In 1997, Dry. Bobbie McKenna, an Associate Director and Director of Graduate Studies for the School of Theatre, mom and Television at the University of Arizona, came together with Eric Deletions of Center for the Arts in the Basic Curriculum and Dee Dickinson of New Horizons for Learning to put together a piece dedicated to learning through the arts. The report presents a synthesis of the research n the contribution Of arts education to learning (Dickinson, McKenna, game; Deletions, 1997). It exhibits information on schools that have incorporated the arts successfully and discusses the relationship between the arts and cognition and the ways each art form promotes unique ways of knowing. They include such associations as: visual arts instruction and reading readiness; dramatic enactment and conflict resolution skills; traditional dance and nonverbal reasoning; and learning piano and mathematics proficiency. The report also presents research on what the arts offer to the preparation of students for the roll of work. Furthermore, the authors consult studies given by neuroscience from Berkeley and psychologists from the International Center for the Development of Learning to discuss scientific studies and information gathered on the influence of educational theatre, music, dance, and the fine arts on the human mind. The discussion continued ten years later when author Sam Dillon of the New York Times researched both sides of the educational argument. In his piece Schools Cut Back Subjects to push Reading and Math, Dillon addresses the response from thousands of schools to the reading and math testing acquirement laid out in No Child Left Behind, President Bushs signature education law: reducing class time spent on other subjects and, for some low- proficiency students, eliminating it. Similar to the argument presented by Dry. McKenna, the article highlights areas within the education of adolescents that are diminished When the artistic education is removed from schools. However, the article also highlights the difficult situations that educators and face when narrowing the curriculum. For example, Dillon discusses 125 Of the schools lowest-performing students are barred from taking anything except math, aiding and gym, a measure that Samuel Harris, a former lieutenant colonel in the Army who is the schools principal, said was draconian but necessary. When you look at a kid and you know he cant read, thats a tough call youve got to make, Mr.. Harris said. In their piece Art for Our Sake, Ellen Winner and Lois Wetland from The Boston Globe agree more with the position presented by Dry. McKenna. The reporters analyze studies and research done on arts integrated schools in the Boston area where that arts programs teach a specific set of thinking skills rarely addressed elsewhere in the curriculum and that tar from being irrelevant in a deserving education system, arts education is becoming even more important as standardized tests like the MACS exert a narrowing influence over what schools teach) (Wetland, Winner, 2008), The continual point made throughout the piece is that as schools cut time for the arts, they may be losing their ability to produce not just the artistic creators of the future, but innovative leaders who improve the world they inherit. The last article examined takes a different approach to examining arts education. In fact, it reviews the policy of art education as a whole. Jane Reamer Author, Researcher, and Arts and Education Consultant in New York explores the process of using lessons learned about high quality, effective arts education programs to help local educational leaders and practitioners create their own policy statements. She raises questions about policy implications from those lessons and connects them to the readers own experience. She provides an Wanderlust framework and an action agenda for developing local policy at the classroom, school, or district level that supports high quality arts education for every student. She argues that effective arts education programs must be purported by responsive policy and ongoing tax levy funds to have a greater chance for providing quality arts teaching and learning that endures. The Handbook of Research and Policy in Art Education, edited by Elliot Eisner and Michael Day, further examines the claims made by arts advocates and defends arts education through the integration of arts within schools. Sponsored by the National Art Education Association and assembled by an internationally known group of art educators, this 36-chapter handbook provides an overview of the remarkable progress that has characterized this field in recent decades. Organized into six sections, it profiles and integrates the following elements tot this rapidly emerging field: history, policy, learning, curriculum and instruction, assessment, and competing perspectives. This handbook provides researchers, students, and policymakers (both inside and outside the field) an invaluable snapshot of its current boundaries and rapidly growing content. It describes in antithetical terms what the research says about how study of the arts contributes to academic achievement and student success. It offers impartial, to- the-point reporting of the multiple benefits associated with students learning experiences in the arts. In short, it makes the case for the arts based on sound educational research. In a nutshell, it provides much needed definition and intellectual respectability to a field that as recently as 1960 was more firmly rooted in the world Of arts and crafts than in scholarly research. In the back and forth argument of which programs should have precedence Within schools, the arts are often the first to go in order for Others to have more time. There are reasonable explanations on each side as discussed earlier. There are discussions based on numerical value in test scores, but also the physical, motional, mental, and intellectual effect on human minds. The arguments will still continue as many discuss students stability in education coming through foundation in the visual arts, music, dance, and drama, and the belief that through these art forms most students will not only find the means for communication and self-expression, hut the tools to construct meaning and learn almost any subject effectively. A Projected Solution In the current climate of educational accountability, arts educators must answer two fundamental questions so that the arts will retain a place within public education: What kinds of thinking skills do arts teachers strive to instill? How can students learn these skills? .uac245d21555e7612243c535e2b34cd4b , .uac245d21555e7612243c535e2b34cd4b .postImageUrl , .uac245d21555e7612243c535e2b34cd4b .centered-text-area { min-height: 80px; position: relative; } .uac245d21555e7612243c535e2b34cd4b , .uac245d21555e7612243c535e2b34cd4b:hover , .uac245d21555e7612243c535e2b34cd4b:visited , .uac245d21555e7612243c535e2b34cd4b:active { border:0!important; } .uac245d21555e7612243c535e2b34cd4b .clearfix:after { content: ""; display: table; clear: both; } .uac245d21555e7612243c535e2b34cd4b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uac245d21555e7612243c535e2b34cd4b:active , .uac245d21555e7612243c535e2b34cd4b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uac245d21555e7612243c535e2b34cd4b .centered-text-area { width: 100%; position: relative ; } .uac245d21555e7612243c535e2b34cd4b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uac245d21555e7612243c535e2b34cd4b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uac245d21555e7612243c535e2b34cd4b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uac245d21555e7612243c535e2b34cd4b:hover .ctaButton { background-color: #34495E!important; } .uac245d21555e7612243c535e2b34cd4b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uac245d21555e7612243c535e2b34cd4b .uac245d21555e7612243c535e2b34cd4b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uac245d21555e7612243c535e2b34cd4b:after { content: ""; display: block; clear: both; } READ: How to design a network EssayIt is not enough to say that the arts teach how to paint or draw or that the arts teach creative expression, We need to go beneath the surface and discover what underlying cognitive and social skills are imparted to students when the arts are taught well. The problem is this: educators are making more room for specific subjects that they believe hold higher precedence over the arts and are, therefore, cutting back the arts programs within schools (Winner, 2006). Unaware of the deleterious effect this could have on students ND of how this move could actually hinder their further growth in sciences, math, and history, the following information ha s been gathered based on research Of integration Of arts into classrooms and the effect they had on learning. There are many arguments made for the arts and reinstating their influence within the educational society. Though the argument is understandable that educators are focusing on having students well versed in mathematics and literacy, the arguments made for the arts programs are strong enough that they should be considered by said educators (Dickinson, McKenna, game; Deletions, 1997). The case is constantly made for the fleetness in scientific language without the consideration that art, in all of its forms, has another language all on its own. A language that needs study and discipline to master just as any other science equation needs to be memorized so it can be applicable and useable. Through this ongoing conversation, there is only the belief that there either is or is not enough room within a curriculum to have dull arts programs as well as focus on the core math and sciences and literary studies, It is not taken into consideration the integration of the two and the effect that it would have on earning as a whole (Winner, 2006), Though researchers are able to make valid arguments to keep arts programs, the instruction can still be taught where both forms of education (aesthetic and practical) can be treated equally and utilized together for greater effect. Music has also been claimed to be a way to improve reading and math skills Most research with the Arts Education Partnership that when children are trained in music tat young age, they tend to improve in their math skills. The surprising thing in this research is not that music as a whole is enhancing math skills. It is certain aspects of music that are affecting thematic ability in a big way. One particular study published in the journal Nature showed that when groups of first graders were given music instruction that emphasized sequential skill development and musical games involving rhythm and pitch, after six months, the students scored significantly better in math than students in groups that received traditional music instruction, possibly because of the effect of learning to read music notation. In terms of reading, listening to music trains the kind of auditory discrimination skills needed to make phonological distinctions, Furthermore, several programs set up in New York City, such as the Guggenheim Museums Learning to Read through the Arts, Reading Improvement Through the Arts, and Childrens Art Carnival, where children with reading difficulties are given experience in the visual arts integrated with reading and writing, consistently report that remedial readers improve their reading scores due to the integration tot arts studies and visual stimulation (Wetland, Winner, 2008). In 1993, the journal, Nature, reported that spatial-temporal reasoning is temporarily enhanced in adults after listening to Mozart for 10-15 minutes, This ending, which became known as the Mozart effect, captured the attention of the media. Studies have also examined whether children who learn to make music in the classroom improve their spatial reasoning abilities. A meta-analysis was conducted over I g studies in which young children were taught to make music in the classroom by improvising, composing, experimenting with rhythm instruments or moving to music, or by learning to play a particular instrument, and found that the children who learned to make music significantly outperformed those Who did not on a range Of spatial temporal tasks. Furthermore, in 1999, a study published in Neurological Research reported that piano keyboard training along With computer-based spatial training led to greater improvements in mathematics than when spatial training was combined With computer-based English language training. This being said, consider then the use of theatre and dance within the classroom, and other dramatic arts. In Chicago, a program called Whirlwind had sought to improve basic reading skills in young children through dance. One of the activities that children in this program engage in is dancing their bodies into the shapes of letters. By virtue f this activity, these children in fact improved their beginning reading skills significantly more than did a control group which did not get the same kind of dance instruction. Classroom drama refers to using acting techniques within the regular classroom curriculum. In 2000, the Journal tot Aesthetic Education found 80 studies that assessed the effect of classroom drama on verbal skills. In these studies, children who enacted texts were compared to those who simply read the same texts. Classroom drama significantly enhanced memory for and understanding of the texts, raised reading readiness and reading achievement cores, and improved oral language skills The most important finding of these meta-analyses on classroom drama is the demonstration that drama not only helps children to master the texts they enact, but also often helps them to master new material not enacted. However, the transfer of skills from one domain to another is generally not thought to be automatic: it needs to be taught According to the Kennedy Center, arts integration is an approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process Which connects an art form and another object area and meets evolving objectives. With the overwhelming amount of knowledge a child must learn today, it is often difficult for teachers to form a lesson plan that will engage their students. The techniques of pedagogy have evolved to stress learning over memorization. The inclusion of the arts can be an excellent way to encourage students to fully absorb their lesson, Educators can think of their rooms as a staging area for the students creative minds (Dickinson, McKenna, ; Deletions, 1997). It is helpful to encourage students to be active and move around their classrooms, rather than sitting tort hours at a small desk. Students want to think in new ways, and look for moments where they can take advantage tot creativity. When studying history, for example, students can be divided into groups and encouraged to enact a drama of the events they are studying. This can create a close connection to the material through research in a way that simply writing an essay might miss, The students can exercise their ability to express themselves by performing what they learn. Furthermore, one can employ the senses more inventively by introducing music and the visual arts to the class discussion. For instance, a teacher could bring in a copy of Beethovens 3rd Symphony when beginning to study Napoleon to show an artist who was disillusioned by the horrors of Napoleons reign. Then have a slide or poster of Jacques-Louis Davits Coronation of Napoleon to show the adoration of others during that time. The facts can be presented in a way that encourages debate and fosters the interests Of the students. Throughout the conversation of budget and cuts to programs that seem erroneous, the arts have been jeopardized consistently.

Why You Are Pursuing Your MS Essay Sample

Why You Are Pursuing Your MS Essay SampleYou have made the decision to pursue your MS Essay Sample, and you are taking the first step by reading through it. You are committed to finishing the program and you know what is expected of you in terms of work and time. You've already set aside a lot of time and money, so you may be anxious to see if you can get into the program.You will know more about MS Essay Sample than you think. It is not as complicated as some people make it out to be, and it does not take an outrageous amount of work to complete.When you begin the process of getting ready for the MS Essay Sample, you need to understand that many people have been there before you. This can be intimidating to some people, especially those who have not taken an MS course or a similar class. They are used to looking at other students' work, and they may be wary of what they see.Getting acquainted with the program is the initial step toward completing the work. You can do this by reading up on the course material and watching a few videos about it. There is no need to spend a lot of time studying, though. Once you see how easy the material is, you will get the hang of it quickly.The program will require that you check in a couple of times each week. When you first begin the program, it is expected that you will spend three hours per week checking your assignments and ensuring that they are correct.After you have gotten over your initial hesitation, MS Essay Sample will not seem like a difficult program to complete. After you finish the three hours per week, you can set aside an additional hour per week to work on your independent projects. If you are having trouble finding time for independent projects, it might be a good idea to hire a tutor.If you are worried about any of the material on the MS Essay Sample, you will need to make sure that you continue to check and study. Always be honest with yourself about the quality of your work, and don't be afraid to ask fo r advice. That advice will help you feel comfortable in your coursework.Understanding the reasons behind why you are pursuing your MS Essay Sample is important. When you are confident about the work you have completed, you will be able to use it to your advantage when you enter the real world.

Comparing and contrasting Anthem for doomed youth and Attack Essays

Comparing and contrasting Anthem for doomed youth and Attack Essays Comparing and contrasting Anthem for doomed youth and Attack Paper Comparing and contrasting Anthem for doomed youth and Attack Paper Essay Topic: Anthem Poetry We have been studying two poems, the Anthem For Doomed Youth by Wilfred Owen, and Attack by Seigfried Sassoon. These poems are both anti war poems and were written during the time of the First World War. Owens poem is about the lack of appropriate burials and respect to the dead soldiers. The other poem, Attack, is a narrative about an attack on the British soldiers. In some ways the poems are very similar. As I mentioned before both are anti war. I can tell this from the way they describe people dying. In Owens poem the men are described as, Dying like cattle. In Sassoons poem they are said to have, Grey muttering faces masked with fear. Death is inevitable. In each poem the poets suggest that the war is one sided, that they are doomed and they flounder. Both of the poems make me stop and wonder where god is in all of this horror. The only choirs the soldiers have are the demented choirs of wailing shells. Both contain a lot of poetic devices. The most extensively used one is alliteration. This helps us to almost hear what is happening. For example in the Anthem, Owen describes the gunfire as a rapid rattle. For a similar effect in Sassoons poem you can almost hear the slow ticking of a clock when he uses the alliteration time ticks. There is plenty of onomatopoeia and graphic description, so we almost feel as if we are there on the battlefield. Words like monstrous and menacing give us pictures of the battle scene, whilst words like roars and stuttering provide the sound effects. However, the poems do have their differences. Attack is more factual than the Anthem and the emotion doesnt come until the end when you can hear, as if your right next to him in the trench, him cry out, Jesu make it stop! In Anthem you can sense Wilfred Owens anger all the way through by just allowing yourselves to hear the bitterness in which he asks, almost sarcastically, What passing bells for these who die as cattle? The form of the poems is very different. Sassoons is set out all in one verse whereas Owens is set out as a sonnet with an octave and a sestet. This leads me on to showing you the difference in the overall content of the poems. Attack is about just one incident, exactly what the title suggests. It is basically a short story about an attack. Owens is split up into two scenarios. One takes place on the battlefield with the gunfire and bombs. The other takes us back home to what it was like for the wives and girlfriends of the young men in the war. Secondly Anthem is a discussion, which involves the reader, by describing the terrible conditions and also suggesting that this is there funeral, What passing bells for these who die as cattle? /Only the monstrous anger of the guns/Only the stuttering rifles rapid rattle. The poetic devices are not always the same. Firstly, the rhyming pattern is different. Whereas in Owens it follows the traditional of ending in a rhyming couplet of a sonnet Sassoons is very unusual, AACDBEDEDGGD. Owen uses rhetorical questions to speak out to us, What candles may be held to speed them all? Sassoon uses direct speech and this only comes in on the very last line where he cries out O Jesu make it stop! I think that Wilfred Owens poem is better, I feel the anger that grips you all the way through, although its awful to find that it ends so quickly because I would have liked it to go on forever. However I do like the final line of Sassoons poem when he shows emotion as it seems as though he is really there at the scene.

About Different Essay Writing Formats

About Different Essay Writing Formats About Different Essay Writing Formats An essay writing format is something that concerns students who are not aware of their peculiarities. True, it is sometimes possible to get totally lost in the variety of those page numbering techniques and the and Bibliography sections. If you are one of those students who do not have a clear understanding of what distinguishes MLA from APA, then the following content is just for you. The present article will try to narrate of the most common formats for academic papers of the modern educational institutions. The most frequently used formats in the modern high schools, colleges and universities are APA, MLA, Chicago/Turabian, Oxford and Harvard. Apart from these ones, there are a few more, but they are used not so often. The tutors, in their majority, prefer the listed ones for the students who compose written assignments. These formats have their unique peculiarities, so the students would need to master these all in order to get the high marks and no complaints from their tutors. No need to panic. These are not too complicated and all of the students who have the desire to write well and obey the formatting rules would eventually master all of these formats. In case you belong to the category of students who have no or minimal desire to learn all of the mentioned formats and their peculiar characteristic, you are welcome to order the paper online – from the Internet-based custom paper writing company. Its staff knows how to work with any of the mentioned formats, so you will have no troubles in this regard. Once you order a paper composed by a freelance writer, you obtain the high-quality product and what is even more pleasant, you would not need to bother formatting the paper on your own. All you would need to do is to state which particular format you need during the order placement procedure. The rest will be done for you at quite an affordable price. You will get the completed essay formatted as needed within the time frame you specify in the order instructions. Leave the headache of formatting to the freelance writers from the online custom paper writing company and you will still succeed in this case. All you would need to do is to care about the credible online agency you address – you need the good assistance, not the poor one. So, select the writing agency with consideration and mind the price you might pay for addressing a poor company – you may lose the academic position and be accused of academic dishonesty. To avoid the latter ones – choose the writer to work with the utmost attention. offers professional essay writing help you can fully rely on. You will get a high-quality custom essay paper from highly qualified writers.

Adult Development and Life Assessment Essay Example | Topics and Well Written Essays - 750 words

Adult Development and Life Assessment - Essay Example Adjusting one’s self into all those different roles requires correct perception and cognitive calibration that comes through critical thinking skills. Self-analysis and improvement comes through critically analysing one’s own thought patterns and the resulting behaviours. Now the question arises, how to improve the skills that everyone possesses but only a handful of people seldom utilize it or hone it? I for one would start reading about my brain that how it operates. This will be my weapon in the arsenal that will give me the understanding that this is how my brain functions and this is how I can make it better. I have a love for mathematics and numbers, I am naturally a metrics driven person, that’s why I’d love to start my day with a daily dose of an analytical problem. This doesn’t have to arrive in my life, there are plenty of logics magazines out there that can help me achieve this. Once I start my day with the right critical mindset, I will be able to tackle almost every situation with a critical frame of mind. Another thing that comes to mind when enhancing the ‘critique muscle’ is to lower the emotional steam, the emotional haze that clouds the judgment of any situation. Whenever I’ll study, I’ll always try to collaborate with other students, because learning enhances critical thinking skills (Gokhale, 1995). Collaborating with other students or group studying encourages debates and arguments and that is the fuel of critical thinking. There are plenty of critical thinking blogs available online, I would love to join them, comment on their posts and would love to write a paper, observation, theory or anything along those lines to make sure that I am actively participating; passively listening to the lectures is not. 2. Self-Awareness: conscious awareness from internal and external perspectives that allow a person to understand their place within the environment

The Tell Tale Heart Essay Example | Topics and Well Written Essays - 1250 words

The Tell Tale Heart - Essay Example The writer of irony here is Poe, of course, and not the narrator since the narrator appears to be entirely oblivious to the ironic component of his monologue. Or is he While convention critical analysis of "The Tell-Tale Heart" engages the story from the point of view that the narrator's attempt to prove his sanity is an exercise in irony, his clearly deluded state of mind can just as easily be interpreted as a brilliantly conceived plot to escape extreme punishment for his crime by convincing the people that he is insane when he is not. In a sense, "The Tell-Tale Heart" contains the nugget of an idea that would be fleshed out to novel-length status in Joseph Heller's Catch-22. The catch-22 in the narrator's case is that he would clearly be sane if he attempted to prove his innocence, but if he doesn't try to prove his innocence he will most likely receive capital punishment. One of the fascinating aspects of this story is that it remains unclear to whom the narrator is addressing his appeal to be found sane. It might be the police; it is more likely a judge; the most likely consideration of all is that is the warden of the prison or even a group of people gathered to watch him hang. The question of the direction of the narration is left open to interpretation, but one thing is clear. Instead of attempting to prove his innocence, the narrator's long monologue becomes a case of trying to prove his sanity. The lack of a concrete explanation of the person or office to which the narration is addressed leaves much room for interpretation. The only aspect with even a close approximation of certainty is that the story is not being addressed to the police officers since he mentions that they were satisfied. The climax of the story is the revelation of the dead body and the story is told as a remembrance, so the most likely estimation is that the narrator is addressing some kind of court official or personage who may influence over the judgment of the narrator. The story that the narrator is telling, therefore, is most accurately realized as an appeal for mercy rather than merely an appeal to be thought sane. After all, if the exhortations to be found sane are accepted, then the judgment cannot help but be merciless. It is only if this obsessive quest to be considered sane results in the ironic reversal of being declared insane that the narration makes any sense whatever. "The Tell-Tale Heart" can thus be said to work on two levels of dramatic irony at once. The most obvious level of irony, the one that most readers recognize and that forms the crux of so much literary analysis, is that the narrator's obsessive devotion to proving his sanity undermines that devotion to the point that it is impossible to designate him as anything other than psychotic and at least semi-delusion. The irony in this reading of "The Tell-Tale Heart" is based upon the traditional reading that irony is produced by the contradiction of what is actually being said and what is actually meant. When a reader peers closer and brings into context the potential for whom the narrator is addressing and why he would choose to prove his sanit