Art for Individual And Social Changes Essay Example | Topics and Well Written Essays - 1000 words

Art for Individual And Social Changes - Essay Example Her exhibit showcased portraits from each of these women. They allowed themselves to be vulnerable, so that they can share their experiences and lessons with the world. The main argument of the article is that art can be used to promote individual and social changes through accepting one’s vulnerabilities, while having hope in life’s possibilities. This paper analyzes the rhetorical strategies used to assert this primary argument, specifically repetition, emotional appeals, and anecdotes, which are effective in illustrating the transformational power of homelessness, and using art to be released from its financial and psychological trauma. Before this paper proceeds to analyzing the rhetorical strategies of this article, the premises of the article will be examined first. The stated premises are: art provides deeper self-understanding; art presents universal meanings that people from different backgrounds can relate to; and more artists should engage in activist art, in order for them to address contemporary social and political issues using their talents. The implicit premises are: 1) art is the language of the human soul and 2) even those in the margins have a capacity for making art and making sense out of art. In essence, even the poor have art in their hearts. These premises are relayed to the rhetorical strategies used in the article. ... ough† and â€Å"poor† are repeated twice in this statement, as well as the word â€Å"African American.† This statement effectively shows that minority groups have rougher lives than the white population, because there are fewer economic and social opportunities for them. Because of these rough lives, they can also easily slide back to poverty, even when they have escaped it earlier in life. For instance, many of these women in the article, when they lost their jobs, husbands, or homes, declined from middle class status to lower class. The older they get, the more vulnerable they are, because society views the old as dispensable beings. As a result, an old African American woman is exposed to the greatest risk of being homeless and poor. This article also made successful employment of emotional appeals, without sounding naive or sentimental, and instead, they underscore the universal feelings, dreams, and fears of people, whatever their race, age, gender, and soci al class might be. Fulmer discloses how these women’s art will also emotionally affect her: â€Å"The act of creating the artwork meant permitting myself to feeling vulnerable to their experiences that may hurt, twist, turn, and otherwise impact my own personal psyche.† She is saying that when these women become vulnerable, she becomes vulnerable too. They open their hearts, which opens hers in the process. When they go back to the past and remember their pain and suffering, Fulmer cannot help but identify with them, not because she has been homeless before, but because at different points in their lives, people also experience the same hopelessness and loneliness that homeless people feel. In addition, Fulmer also reflects on her writing, which helps her cope with the emotional engagement she feels with this

Trademark Case Study Example | Topics and Well Written Essays - 500 words

Trademark - Case Study Example Her father was a radio announcer for years and of course his name was used on air. McClusky did not have trouble with her McFest name until she applied for patent for the continuing concerts. That is, of course, when McDonald's got involved. Knowing you have been served from a company like McDonald's (the big dog) would make most regular people give up (the little dog) but not McClusky, This paper will introduce the fight this little dog plans on winning. McDonlad's, it would seem has a McFamily of names that cannot be used by others. Those include McWatchy, McDouble, McJobs, McShirt, McPool, McShades, McFree, McRuler, McLight and even just Mc. So McClusky has the wrong last name. There were no objections from the big dog when McClusky raised $30,000 in charity for the Special Olympics last year. Could it be because McDonlad's also supports Special Olympics and it was seemingly free advertising for them. Now, $5,000 of that money has gone to pay lawyers to support the little dogs point of view (fight). McClusky says she can't understand when one company can infringe on the rights one's sir name gives them and will continue this fight in the courts, however, she wants this money to go to charity and not to lawyers. McDonald's says they have the legal mandate to protect their trademark and that trademark means anything that starts with Mc.

Student Learning Methods Essay Example | Topics and Well Written Essays - 1500 words

Student Learning Methods - Essay Example Learner-centered learning environments are founded on the principal that learning is an active process. Learning is an interaction between the student and text, involving the activation of prior knowledge and relating new ideas to preexisting schemata. Based on this paradigm learner-centered environments engage the student both personally and intellectually and provide the best method for meeting the needs of all learners. In teacher-centered learning environments, the more traditional and widespread approach, the teacher is viewed as the focal point and leader of learning. The teacher is the authority, leaving the students in the passive role as receivers of knowledge, rather than active constructors of that knowledge. That knowledge is finite and discrete. In teacher-centered learning the lessons are instructionally driven, leaving the students unengaged intellectually and emotionally. These traditional methods include memorization, completing worksheets, reading a text and answering predetermined questions - demonstrating knowledge of the "right" answer. In this form of learning there is limited activation of prior knowledge, and therefore students struggle to create personally significant meaning. This is because in teacher-centered learning the background, values and interests of the learner are nonexistent. The student is passively filled in with information, rather than engaged in his own learning process. Learning environments are controlled, organized and with an emphasis on independent seatwork. Lessons, classwork and homework are results-driven. This unresponsive and static approach also fails to meet the needs of special needs populations, because lesson goals and objectives are standardized, meaning students must adapt to t he methods oftentimes with some students unable to engage the teacher's attention to meet their needs. Assessment One of the most significant challenges in teacher-centered learning is in assessment. Using traditional methods such as standardized tests rather than qualitative measures, teacher-centered learning places the emphasis on performance and repetition of facts. It leaves little room for students to construct their own meaning based on their own experiences, cultural background, values and interests. This causes a mismatch between goals and assessment. For this reason, many times students can appear to understand material in one format, yet in another appear unsuccessful during assessments because of the focus on success rather than on learning. Characteristics of Learner-Centered Environments Theoretical Basis In learner-centered environments the student becomes the actor in his own learning, and therefore the teacher becomes the facilitator to that learning by designing learning activities which actively engage the learner. This is based on the theory that all know- ledge is organized in schemata - the underlying connections that allow new experiences and information to be aligned with previous knowledge (Landry, 2002). Activities: Engaging and Adaptive As the designer of lessons rather than an authority, and with the understanding that Students exhibit various strengths and weaknesses in learning styles and modalities, the teacher's role is to create activities which are varied and engage these differences, rather than repress

A Discussion of Assessment and Feedback Issues Essay Example for Free

A Discussion of Assessment and Feedback Issues Essay A discussion of assessment and feedback issues Assessment is an important part of teaching and learning, the most obvious reason for carrying out assessment is to evaluate the students learning/achievement s and whether the student is heading toward the course of qualification. Teaching within NVQ the criteria is laid out for me as a teacher my role is to prepare the students to observe their performances, question them, and use assessment to make a decision as to whether my learners are competent or capable. I must also to ensure that the assessment meets the criteria and objectives of the NVQ qualification. We as the teachers/assessors want to know whether learning outcomes have been achieved, or if the student is of a standard required to pass and achieve the grade /qualification. It also helps me as the tutor up most to help determine the development the student needs during the course. Assessment is also a away to provide information on individual teacher or the institution. For example; are the teaching methods affective, are the learning objectives appropriate- are they too easy or to difficult. Assessment within my teaching domain comprises of different components, performances in the work places, the use of realistic working environment. With NVQ teaching we have specific criteria that must be covered and include skills as well as knowledge, we the assessors have the decision as to how and where the assessment takes place. NVQ level 1-2-3 hairdressing comprises of units which must be cover die, Level 3 consists of 53 credits minimum split into mandatory units -48 credits and optional unit of which is 6 credits to pass and obtain the qualification. Following VTCT/HABIA critia guide lines and assessment work book. VTCT/HABIA strongly advocates a holistic approach for assessment of learners. Examples include using one assessment method to gather evidence for a number of criteria integrating knowledge into practical observation (i. e. through oral or evidenced on analysis sheets i. e. consultation forms). I myself as a teacher of hair and beauty believe in Habia and VTCT Assessment learning and teaching strategies I believe in engaging and exciting the learner whether it means I need to change the way I assess or how I bring my knowledge forward for learners to understand and help them complete their course. I measure the achievements against the standards set out. One of the advantages of NVQs is that the whole area to be tested is set out from the start. NVQ assessment is usually internal or external or a combination of the two. Internal assessment means myself is responsible for devising and marking assessments be it using case study’s which also help develop functional/key skills, observation ,oral ,informal,ect. These then tend to be verified by the centre internal verifier. I myself am required to set work that will improve practical skills knowledge and understanding. It’s my responsibility to guide learners on the evidence that is needed to be gathered to satisfy assessment. Within my course criteria (NVQ) we use formative and summative assessment as the main hold of the course. Unlike summative assessment which relates to assessment of learning, feedback relates to assessment for learning. Assessment 1998: Torrance and Pryor 1998) which helps the learners progress (Black and William We use formative assessment as formal or informal. For assessment to function formatively, the results have to be used to adjust teaching and learning. † (Black and William 1998: pp. -16) With formative assessment we use a range of activitys, case studies, multiple choice test, practical test, projects, questioning alone or within a group. To help students understand the frame work and what is needed we use in NVQ or within my institution mile stones of 13 weeks covering formative summative and mandatory test assessment. I strongly believe in formative a ssessment for the students and me the teacher for my own evaluation as well as theses; it contributes to the learner’s progress provided guidance on how to bridge the gaps to achieve the desired results, we use ILPS to also help within this process. ILPs individual learning plans, we use these to encourage the students also for means of developing their own targets and to motivate and encourage the students learning development. These documents are updated by learner and teacher throughout the course and are used as part of the formal course assessment. Summative assessment is used for grading or within my teaching domain it’s a simple pass or fail. As stated in (Teaching skills in the further and adult education 3rd addition David Minton p 288) progression and new technology. There is no reason why a teaching session in a hairdressing salon should not be video-taped or photo graphed and presented with by the teacher to explain whys/he did what, what happened, what was observed in a group or individual work. It’s a valuable tool for evaluation as well as valid evidence. It can be shared with mentor or other tutor to compare and evaluate work, to review Atcual teaching session also and assessment of students. I myself have used this and found it a good tool to be used. In regards to questions and feed back during assessment, It’s important to be specific on what can be improved and how. Effective feedback tells the student what they have achieved and where they need to improve. Questioning is used not only as a pedagogical tool but also as a deliberate way for myself the teacher to find out what knowledge and understanding the leaner’s have gained, also to helps myself the teacher see how successful my teaching has been and what areas need to be improved . Questioning is fundamental to effective teaching and learning. As stated by ( Fisher amp; Frey 2007) Checking for understanding through questioning should not be thought as a simple two step process but rather as a complex progression as the teacher formulates and then listens to the responses of the learners, IE making them from easy to hard and simplifying them for students own level of learning. Self and peer assessment can also be beneficial in feedback and evaluation on own and peers works. As state many academic teachers still tend to retain all ownership and power in the assessment process (Dorothy spiller teaching development wahonga Feb 2012 assessment matters). Self assessment is used during formative assessment which students reflects and evaluates their own work. Seeing their strengths weaknesses and areas they feel they need to improve, helps set self goals becoming more motivated. Self assessment within my teaching area requires the student to fill out self assessment feedback forms in relation to a practical activities carried out, this help them self –evaluate their work strengths and weaknesses. â€Å"SELF ASSESMENT WITH ITS EMPHASIS ON STUDENT RESPONAIBITIY AND MAKING JUDGMENT IS NECESSARY SKILL FOR LIFE LONG LEARNING â€Å"(Bond, 1995, P. 11,). In the3 same contexts Peer feedback can also be beneficial to individuals or groups of students who are keen to experiment and use new ideas. Peers assessment involving students giving feedback on peers work can help students make sense of gaps in their own work. I see self and peer assessment beneficial where certain points are present. Designed to enhance learning ,involving learners in judging own work, help improve and motivated owns mind and work . Boud, D (1995). Enhancing learning through self-assesment. London:Koger page. Boud, (1995 P. 11. ). (Black and William 1998: pp. 5-16) Douglas Fisheramp; Nancy Frey 2007 www. reading,org questioning. (Teaching skills in the further and adult education 3rd addition David Minton p 288)

Workplace Privacy and Employee Monitoring :: Human Resources Managment HRM

  Ã‚  Ã‚  Ã‚  Ã‚  Do we really have our privacy rights in the workplace? In today’s society we are so caught up with our rights that we often forget about work rules. If someone goes into my office or someone reads my email I feel violated and deprived of my rights. But the real question is, are these things my own to do with? In all reality if it is a private organization the person who owns the business is the owner of all offices and computers, so in that case you’re just using his stuff.   Ã‚  Ã‚  Ã‚  Ã‚  Sometimes there is no middle ground. Monitoring of employees at the workplace, either you side with the employees or you believe management owns the network and should call the shots. The purpose of this paper is to tackle whether monitoring an employee is an invasion of privacy. How new technology has made monitoring of employees by employers possible. The unfairness of computerized monitoring software used to watch employees. The employers desire to ensure that the times they are paying for to be spent in their service is indeed being spent that way. Why not to monitor employees, as well as tips on balancing privacy rights of employees at the job. First ill start off with talking about electronic monotoring. This as well has its pros and cons. On the good side electronic monitoring offers a huge advantage to the employee: it is objective. This benefits the employee because it provides an unbiased method of performance evaluation and prevents the interference of managers' feelings in a review. Electronically generated information offers uniform and accurate feedback on past performance. This means the evaluation will be strictly based on the quantity and quality of work, rather than on managers' opinions. Another advantage is providing feedback to employees on their work performance. Instead of listening to a manager tell an employee how to do a job, one may review a tape to see exactly what they are doing wrong and judge the employees performance. In this case, monitoring is used as a tool to show employees their work habits and what they need to change to improve their performance. Employees generally like this because they can see for themselves their weak and strong points, and they can use the information to improve their work methods. This knowledge can increase employee performance and efficiency. On the negative end of this employers cold be basing a persons performance on this.

The Choosing Essay by Liz Lochead

The Choosing Essay Marianne Lavery The poem â€Å"The Choosing† by Liz Lochead deals with problems of growing up and the issue of education through the two central characters, Mary and Liz. This poem is about two young girls called Mary and Liz who grew up together living an ordinary life. They were both intelligent and ambitious. They were best friends for years at primary school until they had the chance to go to secondary school and they went their separate ways to start their new lives. Later on in the poem they meet very unexpectedly on a bus years later. This really does show the reader just how much the two girls have change from primary school. In stanzas 1, 2 and 3 the poet Liz Lochead has emphasized the similarities between the two girls by describing their appearances. They both had the same â€Å"mouse-coloured† hair which suggests they are ordinary. Also they were polite, smart and proud. The poet has used repetition by saying how â€Å"equally proud† they are. This emphasizes the similar attitude the girls had towards their education. Alliteration has also been used. â€Å"Collins’ Children’s Classics†. Stanza 4, describes how their lives took different paths. Mary moved because of cheaper rent somewhere else and Liz stayed where she was, in her hometown where she grew up. Mary’s father had a very bad attitude towards girls’ education and he is also sexist. He didn’t believe in high school education especially for girls or in forking out for uniforms†. Marys family had also financial difficulties according to the poet. The final three stanzas shows that ten years have passed since the two girls went their separate ways but they find their selves sitting in the same bus as each other. However this time as they meet, Mary does not recognise Liz. Mary is sitting next to her husband â€Å"who is tall, curly haired a nd has eyes only for Mary†.

Comparing and Contrasting Cartoons Essay

Both of the following two texts, a cartoon strip and an extract from a memoir, share similarities and differences regarding the theme and context, audience, purpose as well as certain formal and stylistic features. The first extract is a cartoon strip written in 1986 by Cathy Guisewite. The cartoon features four panels with three female characters with narrations and speech bubbles to emphasize dialogue and the message regarding women’s rights and sex stereotyping. The context of the cartoon is to show the inequalities between genders. This is evident, when the women begin to associate boys with certain stereotypes such as â€Å"strong† and â€Å"tough†. Therefore indicating that women and girls today are portrayed to be the opposite. The first example of sex stereotyping is seen in the first panel of the cartoon when the first women asks the mother â€Å"is it a boy or a girl?† with the mother responding, â€Å"This is our baby’s chance to get to meet people totally free from sex stereotyping.† Therefore indicating that the mother is against sex stereotyping. Another example of sex stereotyping is featured in the second panel when the woman begins to associate boys by certain stereotypes such as phrases â€Å"look at that strong fist† and â€Å"mischievous sparkle†. The use of these phrases further emphasizes the fact that even today boys and girls are associated with certain words in order to define them as human beings in our society today. This stereotyping is continued even into the third panel of the cartoon when the woman yet again begins to use stereotypes by using the phrase â€Å"what a kicker! You have a tough strong.† The strong use of the emanata in order to emphasize the strong emotions shown by the mother is used in the last speech bubble of the third panel when she angrily replies, â€Å"Girl, she’s a girl! A tough strong girl.† This outburst is quite important in the cartoon as it shows that the mother has had enough with gender stereotyping. This is shown by the strong use of emanata and by simply looking at the drawing of her angry and annoyed facial expressions. The use of the words â€Å"tough, strong girl† indicated that boys are not better than girls and that we are all created equal. This phrase is significant as it shows the mother speaking out for what she believes in, and standing up to women’s rights and gender stereotyping. The final panel is quite ironic due to the fact that as the reader, we would tend to think that after the mother’s outburst there would be no more use of stereotyping. However, it continues again with the women using the word â€Å" precious† to stereotype the little baby girl. The annoyance of the mother is emphasized by her facial expression at the end. This cartoon would be aimed towards a younger or middle-aged generation since it is being represented in a picture cartoon form and would probably be published in newspapers or magazines. The purpose of the cartoon is to influence the issues such as gender inequality in today’s society. The cartoon uses cartoon narrative throughout in order to question societal norms. Throughout each panel captions are used with different font sizes. The font being expressed in all capital letter along with the punctuation in order to emphasize the tone. The writing style consists of short dialogue and the cartoon seems to be used in a more generic perspective in order to create the effect of the cartoon being for entertainment as well as intellectual purposes towards the reader. The second text is an extract from a memoir by Shusha Guppy, â€Å"The Blindfolded Horse, Memories of a Persian Childhood†, written in 1988. The beginning of the memoir starts by the introduction the Shusha Guppy’s birth using the first person perspective. This is evident by the use of certain words such as â€Å"my mothers† and â€Å"my sister.† From the beginning of the extract the reader can instantly notice what the role of women in Persia used to be. This is evident by the use of the phrase â€Å"Sufficient unto women is the art of producing and raising sons as brave lions.† Therefore showing that a women’s main role in society was to produce children and to raise them. This therefore emphasizes what the roles of wome in Persia used to be. The theme of gender discrimination is also used in certain parts of the extract. This is apparent when Guppy is describing herself being born and uses the thought of her father having â€Å"preferred a boy, as men always did in those days† in order to reinforce the theme. The hardships faced in Persia before the changes towards gender equality and women’s rights took place is evident when Guppy expresses the opinion of her father by using the quote, â€Å"Not because boys are better, but because women suffer more.† Therefore indicating that before the changes took place in Persia there was once a distinct difference in terms of rights and equality between men and women. The use of the word â€Å"more† could also indicate the cultural, social or religious positions regarding the women in Persia. The extracts focuses on the new and changing Persia and the fact that women were now created more equally to men. This is evident by the abolishment of the veil, let women becoming emancipated, and their opportunity’s to be able to go to school and university as well as them being able to take up new professions. However, the text also focuses on the fact that many people in Persia had â€Å"found it hard to accept these improvements and to adjust their attitudes.† The use of the word â€Å"attitudes† is perhaps used to show that there is mixed opinions regarding women’s rights. Therefore showing that there is a slow pace of social change despite political change. The memoir mainly focuses on the message and theme of the changes regarding gender inequality in Persia told through the eyes of a young Shusha Guppy who was very much involved in politics. This is evident by the use of the phrase â€Å" I caused my parents endless trouble with my radical adolescent politics† as well as the phrase â€Å"at this time of birth. It was perhaps written on my brow.† Therefore emphasizing Shusha Guppy’s strong willed character and passion for politics and human rights. The memoir seems to be aimed perhaps as well at a younger generation and could be published in books or magazines in order to re-enforce the changes regarding gender equality in Persia. Towards the end of the passage, the use of the phrase â€Å"her life is elsewhere† said by the fortune teller, is very effective as it shows that Shusha Guppy’s life will be different and that perhaps she wont have to face the problems caused by gender inequality in her country. Both texts are similar in terms that both the texts are written by women and share the same message in regards to its female point of view. Both discuss gender labeling, women’s rights and sex stereotyping as well as its implications. And suggests the societal norms for genders and rights from birth. Both the excerpts also share a similarity in regards to female points of view, despite differences in voice, being the omniscient versus first person. The purpose of the authors in the two texts seem to be the same as they both hind that society in changing, however the social norms take longer to change. Both excerpts are also from the same time period. The cartoon strip written in 1986 and the memoir in 1988, therefore indicating that the two texts could share the same opinion since there is not a long difference in time since being written. Both texts seem to share the theme of â€Å"destiny† and the message that just because one is born a certain gender she or he has to follow a certain path, this evident in some words such as â€Å"travel† which suggests the skepticism in the mother’s voice, despite being a women. This shows that she believes in the destiny of women. Both texts also have some differences between them. The cartoon for instance is written in a cartoon narrative whereas the memoir is written in first person narrative, however both seem to question the societal norms. In terms of stylistic and formal features the cartoon is entirely different as it makes use of different font sizes and punctuation in order to emphasize the tone. This is evident when looking at the speech bubbles, and captions as well as the emanate, which is being used in order to indicate certain signs of emotion. The settings of the two texts also seem to be different. The cartoon perhaps set in a more western world, whereas the memoir is given a specific location and is set in the Middle East. This is done perhaps in order to illustrate the similarity across culture. Writing style is also one of the major differences between the two texts. The cartoon consists of short dialogue throughout, versus the memoir which features more of a reflection/retrospect with embedded dialogue throughout. Both texts also have different effects on the reader. While looking at the cartoon it was mostly probably created for entertainment purposes due to the pictures, whereas the memoir is more personal and informative as it gives an insight into the life of an actual person. Perspective is also one of the traits that seems to be different, with the cartoon having a more generic perspective whereas the memoir is more personal. Therefore, in conclusion, both the presented texts share some similarities and differences in terms of the context, audience, purpose as well as the stylistic and formal features. Both effectively share the same opinion regarding women’s rights and positions in society as well as the view of gender labeling and it’s implications. However despite their similarities, there are differences present such as the differences in their stylistic and formal features. However, regardless of their differences both the cartoon and the extract of the memoir effectively convey the theme of how gender inequality is an important issue which is still lacking in our world today