Components in Art Education Essay -- essays papers

Components in Art Education Balanced programs for art education have been constantly changing and adapting over the years. One program that was developed back in the late 1960’s by Elliot Eisner incorporated three areas of art into the curriculum. These included art object, art criticism and the historical context of art. His program developed into a theoretical base for art curriculum in the elementary schools that is very similar to programs used today (Madeja 2001). Today most art education programs are made up of four components. One of these components is art aesthetics. Aesthetics is the study of the nature of a piece of artwork. It analyzes the work by asking specific questions regarding the artist and the piece. The viewer becomes the judge in a sense. It tries to discover what the artwork might be representing. They could also ask what type of emotion the artist was trying to convey in their work. The viewer also takes part in analyzing the physical aspects and characteristics of the work. It focuses on the use of color, sequence and synchrony of an artwork. It notes the artist’s craftsmanship, artistic ability and proficiency in technique (Hoffman 1999). Art criticism is another component of art instruction. It includes showing appreciation for an artwork and its purpose. The critic uses their own knowledge of art and their own depiction of the work to make an opinionated statement on it. It requires background knowledge and a trained eye of perception to be able to make an accurate analysis of a person’s work. This includes knowledge of the physical details, design, technique and style of the work (Hurwitz 1991). Art history is also a component of art education. This component includes teaching children ... ... academic subject. Overby, L. (1992). Status of dance in education (Report No. ED348368). Washington, DC: Eric Clearinghouse on Teacher Education. Discusses the status of dance as a part of the elementary school curriculum. This Digest examines the rationale for dance in education, the status of dance education, and selected issues in dance education. Cato, T. (2001, January1). Reasons to support art education. Retrieved September 18th, 2002 from http://www.gaea.armstrong.edu/. Promotes the teaching of art education in Georgia. Calls for research into art education to show its benefits and advantages. Kaiser, M. (2002, June). National standards of art education. Retrieved October 29th, 2002 from http://artsedge.kennedy-center.org/. Provides the national standards for art education. Also has teaching materials and professional resources for art educators.

Understanding Tay-Sachs Disease Essay -- Human Diseases, Genetic Diso

Introduction When presented with this assignment, Tay-Sachs disease was one of the first choices that came to mind since it is one of many diseases associated with Ashkenazi Jews (Jews of Eastern European descent). Tay-Sachs is a deadly heritable disease caused by the absence or mutation of Hex- A, an enzyme that breaks down complex fats called gangliosides found in nervous tissue. Without Hex- A, there is a buildup of gangliosides in the cells of the brain, causing major damage to the cells (â€Å"Learning About Tay-Sachs Disease†). Tay-Sachs is an autosomal recessive genetic disorder, which means that both parents must be a carrier of the diseased allele for the children to be at risk. The interesting thing about autosomal recessive disease allele is that they are hidden by the functionally normal allele and therefore can remain hidden for generations. Only when the couple has the same recessive disease allele there is a twenty-five percent chance that the disorder will appear in the chi ld (Teichler-Zallen 162-163). Though there are three existing forms of Tay-Sachs disease (Classic (Infantile), Juvenile, and Late Onset Tay-Sachs), this paper will focus on the most common form, Classic (Infantile) Tay-Sachs. General symptoms for all three forms include: loss of motor skills, muscular weakness, and respiratory decline ( ¹Tay-Sachs Disease). This paper will give the reader insight into the history as well as a more detailed description of the symptoms, diagnosis, and prevalence of the disease. History In the early 1880’s, three partially blind infants were brought to a clinic in London supervised by an ophthalmologist named Warren Tay. All three infants had the same symptoms: they were unable to turn over or sit up and they were unab... ...e.gov/10001220>. Goldberg, Carey. "First Human Gene Therapy Trial Planned For Deadly Tay-Sachs Disease | CommonHealth." CommonHealth | Reform And Reality. 11 Nov. 2011. Web. 21 Nov. 2011. . "Tay-Sachs Disease | CCJGD." Chicago Center for Jewish Genetic Disorders | CCJGD. Web. 16 Nov. 2011. . "Tay-Sachs Disease." NTSAD. National Tay-Sachs & Allied Diseases. Web. 16 Nov. 2011. . Teichler-Zallen, Doris. To Test or Not to Test: a Guide to Genetic Screening and Risk. New Brunswick, NJ: Rutgers UP, 2008. 162-63. Print. "WHO | Genes and Human Disease." Genomic Resource Centre. World Health Organization. Web. 16 Nov. 2011. .

Creative Professional Identity Paper

From birth, various actions I took led me down the long and winding path to my current career as a Labor and Delivery nurse. I became a nurse because I love blood, saving lives and cheating death. I love working weekends and holidays for extra money. I love the mobility and respect that comes with being a nurse. I love all the overtime I could ever want! Some Jobs are physically demanding. Some Jobs are mentally demanding. Some are emotionally demanding. Nursing is all three. Ask any person in another career about how much they learned after they finished their education and/or graduated ND went to work.Many will tell you that they learn nothing new. As an URN, you learn something new every day you go to work because every day comes with a new set of patients, regardless of what specialty you work in. As I continue my path as a future baccalaureate nurse, I will build a stronger focus on nursing theory, communication, and leadership. I'm very good at my Job. If you are sick and need help then come to me and I will help you. If I can't help or â€Å"fix† the problem, then by George, I will find someone who ill. I especially love poking people with needles and watching that first splash of blood inside the test tube.I love the adrenaline that comes along with the rush of an emergency cesarean and the matter of minutes you have between life and death. It's exhilarating. I love seeing how the disease process works ? in obstetrical patients, in their babies. I love looking at a person and thinking, â€Å"l can't believe they survived that. † I hate fetal demises for any reason, but crying with the family that has tried In vitro retaliation four times and Is finally holding a newborn in their arms Is an extraordinary moment that simply cannot be put into words.I really love educating people. This can be the highlight of my day. I love hearing their outrageous stories of self-entitlement. It allows a plethora of communication and learning between other n urses and is a great way to bond. As a baccalaureate- prepared nurse I will have better leadership abilities and different ways to educate others as well as teach myself. I believe having a BBS will Increase communication capableness. After becoming an URN, I learned to love the special moments I shared alone with patients.Coming from an ERR where I rarely got a â€Å"thank you† too Labor and Delivery Unit where families shower nurses with flowers, cards, and gifts to show their appreciation Is a huge change. I really do enjoy being that person thanked for helping them, and appreciate being rewarded for a job well done since I put my all Into everything that I do. I enjoyed upping my Income to $ask* per year from the salary I was making at a homely mom and pop diner where I held a witnessing gig pre-nursing.Finally, nursing isn't a Job for me, it's a livelihood. It's helping that first-time Mom bond with her baby, understand the postpartum process, what breastfeeding should a nd shouldn't feel like, and when to know when something Just â€Å"Isn't right† with her baby. As a baccalaureate-prepared nurse, I will continue using evidenced-based our facility. I will reach out and suggest change when it is needed. I treat my Job with respect and dignity. I try my best to cut out the drama and get straight to the point.These moms and dads chose the facility that employs me to liver their 1st, 2nd, 3rd, or 8th child ? and the goal is to make that process go as smoothly as possible. Having a baby is right up there with getting married as far as a moment in time a woman will remember for the rest of her life. I truly make a difference here, and I make an impact on their lives. I labor these women for 12 hours at a time, sometimes on consecutive days, tirelessly watching fetal heart rate monitoring strips, and will Jump on an opportunity to call the physician if the slightest thing â€Å"seems off.Our goal is always a health mom and a healthy baby. In Labor and Delivery, we care for both the mother and the fetus, â€Å"invisible† as the baby may appear, it is still the second patient. And Just like certain situations from my upbringing shaped the person I am today, I am also able to influence each new life I bring into this world by giving these babies the best chance at developing their own personal identities ? whether they decide to become policemen, doctors, hairstylists, teachers, veterinarians, accountants, or maybe Just maybe, nurses.

Nurse and Friar Lawrence Essay

The Nurse and Friar Lawrence knew more about Romeo and Juliet than their parents. In Juliet’s case, it is due to the fact that she was raised and breastfed as a child and mentored her whole life by the Nurse. â€Å"When it did taste the wormwood on the nipple Of my dug and felt it bitter, pretty fool, To see it tetchy and fall out with the dug! Shake quoth the dove-house: ’twas no need, I trow, To bid me trudge: And since that time it is eleven years; For then she could stand alone; nay, by the rood, She could have run and waddled all about† (Act 1, Scene 3, verses 31-38) She probably respected and understood the nurse more than her own mother. For Romeo, he didn’t look like he enjoyed spending time with his family or friends; he was too busy falling in love with different women. And when Romeo had trouble with anything, he would consult with Friar Lawrence for help or guidance. Friar Lawrence also knew when something was bothering Romeo. â€Å"Therefore thy earliness doth me assure Thou art up-roused by some distemp’rature; Or if not so, then here I hit it right, Our Romeo hath not been in bed tonight. (Act 2, Scene 3, verses 39-43) Romeo and Juliet obviously felt like they could open up to the Nurse and Friar Lawrence, probably because their parents were very stubborn about each other’s families; and the Nurse and Friar Lawrence were not. Juliet enjoys spending time with the Nurse more than her own mother for several reasons. The Nurse always wants the best for Juliet, and she always wants Juliet to be happy and comfortable. She was also always looking out for Juliet, she even warned Romeo that if he was playing with Juliet she would take care of him. Now, afore God, I am so vexed, that every part about me quivers. Scurvy knave! Pray you, sir, a word: and as I told you, my young lady bade me inquire you out; what she bade me say, I will keep to myself: but first let me tell ye, if ye should lead her into a fool’s paradise, as they say, it were a very gross kind of behavior, as they say: for the gentlewoman is young; and, therefore, if you should deal double with her, truly it were an ill thing to be offered to any gentlewoman, and very weak dealing. (Act 2, Scene 4, verses 147-155) The Nurse always puts Juliet in her best interests. The Nurse also understands Juliet better than her mother does, and when she told the Nurse that she loved Romeo, the Nurse was a bit skeptic, but she understood completely. On the other hand, when her mother confronted her about marrying Paris, and Juliet said that she would not be a happy bride, her mother told her that her father would deal with her. When Juliet told the same thing to her father, he yelled at her and disowned her, and said she was a curse. â€Å"How now, how now, chop-logic! What is this? ‘Proud,’ and ‘I thank you,’ and ‘I thank you not;’ And yet ‘not proud,’ mistress minion, you, Thank me no thankings, nor, proud me no prouds, But fettle your fine joints ‘gainst Thursday next, To go with Paris to Saint Peter’s Church, Or I will drag thee on a hurdle thither. Out, you green-sickness carrion! out, you baggage! You tallow-face! (Act 3, Scene 5, verses 149-157) Juliet was closer to the Nurse because the Nurse was not strict or angry with her, ever. Romeo was often guided and given advice by Friar Lawrence. Romeo considered Friar Laurence someone he could confide in, and therefore told him about his newfound love, Juliet, as soon as possible. The Friar, however, was not convinced. He felt that Romeo was very hasty in his decisions, having been so infat uated with Rosaline, and stated, â€Å"Holy Saint Francis, what a change is here! Is Rosaline, whom thou didst love so dear, So soon forsaken? Young men’s love then lies Not truly in their hearts, but in their eyes. † (Act 2, Scene 3, verses 65-68) Being a very wise man, he warned Romeo to slow down a bit, but Romeo stood firm. At that point, the only good Friar Laurence saw in the relationship was that it could eventually bring together the houses of Capulet and Montague. That first scene with the Friar shows his careful, wise manner and his loving care for Romeo’s best interests. Friar Laurence stood firm throughout the book, as he attempted to guide Romeo and Juliet during their struggles. The Nurse and Friar Laurence were people that always had Romeo and Juliet’s best interests in mind, and they were easy for Romeo and Juliet to open up to. For these reasons, and the reasons stated in other paragraphs, Friar Lawrence and the Nurse were definitely stronger parental figures to Rome and Juliet.

Analysis of “Mr Sookhoo” and “A Cat Within”

Money has been, throughout the history of humanity, an end and an aim for human action. In their pursuit of money, people have followed different paths; some honourable, legitimate and legal and others devoid of legality, honour and legitimacy. Indeed, in the short story collection Stories from Around the World complied by Hilary Patel, many stories examine the impact of money and financial considerations on the decisions that many characters make. In â€Å"Mr Sookhoo†, the eponymous character is immediately identified to the reader as someone whose sole concern in life is the accumulation of wealth and riches. Mr Sookhoo, sitting on his porch and chewing at a tooth pick discloses an ingenious idea to his helpless wife: he informs her that he aims to deploy religion as a tool for making easy money. Mr Sookhoo's plan is simple; knowing that religious people give generously around the festive season especially when presented with a group of innocent carol singers raising money for charity, he decides to fabricate an institute for the blind, deaf and dumb and to use local school children to achieve his selfish money-making aims. Sookhoo shows total disregard to morality putting his personal financial gain at the top of his priorities. Also you can read Analysis July at the Multiplex When Mr Sookhoo's plan starts paying dividends in the form of good takings on the very first day of his carol singing project, he immediately resolves to work his young assistants (who are not, of course, aware of his malicious intentions) longer hours giving them little rest. Moreover, when Mr Archibald, the Headmaster of the local school attended by the carol singers, suggests treating the children to ice-cream, Mr Sookhoo chooses to ignore the suggestion buying the children only a carbonated drink that clearly costs less than the ice-cream. It is clear here that Sookhoo is oblivious to anything but his obsession with making easy money. In Christianity, Sookhoo is guilty of the sin of avarice or greed which is one of the seven deadly sins that signal total loss of faith. In the story, Mr Sookhoo is not a Christian but pretends to be one convincing Mr Archibald that he had â€Å"seen the light† in order to gain his approval for sending children with him on the carol singing mission. Mr Sookhoo's avarice leads to his eventual downfall when he is found out and captured at the end of the story. Sookhoo's avarice leads to a snowballing of unfortunate occurrences that upset the money-making plan that seemed to be going too well. All at once many characters appear in the story pushing, as it were, one more nail into Sookhoo's coffin. First, Mr Ali, who had previously paid Sookhoo to deliver some gravel for him, appears and exposes Sookhoo's failure to keep his end of the bargain. In addition, Mr Archibald, who started harbouring doubts about Mr Sookhoo when the latter's account of the carol singing successes did not correspond to what Mr Archibald was told by a young pupil called Horace, receives a visitor by the name of Mr Harris (who is a real philanthropist working in the charity field) who confirms to him that the deaf, dumb and blind institute does not exist. These revelations and findings raise tension in the story and drive the plotline towards its climax when Mr Sookhoo's love of money brings about his downfall and arrest. Read also Analysis of Characters in Flannery O’Connor’s â€Å"The Life You Save May Be Your Own† At the end of the story, poetic justice is upheld as the aggressor and wrong doer is punished while the good are rewarded. â€Å"Mr Sookhoo† ends on the note that a blind love of money can only lead to negative consequences. The price that Sookhoo pays for being a slave to money and materialistic gain is no less than his freedom. Mr Sookhoo's metaphorical slavery (signaled by his servitude to anything that can lead to making money) at the beginning of the story becomes the cause of his physical incarceration, which is a form a slavery, at the end. Although in the case of Mr Sookhoo, poetic justice is upheld as good is rewarded and evil is punished, the so-called â€Å"cliff-hanger† ending of â€Å"A Cat Within† where the reader is left to decide whether justice will be at all served, contrasts to the message of â€Å"Mr Sookhoo. † In â€Å"A Cat Within,† where the symbol of the cat acts as a reminder of a dark secret that comes back to haunt the un-named â€Å"Shopman† in the story, the love of money seems to have caused a series of crimes much weightier than those committed by Mr Sookhoo, but there is no indication that these crimes will be punished. In fact, one possible interpretation for the blurred ending of the story is that the Exorcist's own love of money will prompt him to eternally blackmail the Shopman in order to keep his crimes safely tucked away and hidden like the cat's head stuck in the metal urn. â€Å"A Cat Within† ends with the Exorcist withdrawing into his room but reminding the Shopman that he will request his pay later. This reminder could be read as a covert threat and a prelude to a life-long blackmail project the Exorcist hopes to embark on. In â€Å"A Cat Within,† both the Shopman and the Exorcist display their extreme attachment to money. On the one hand, the Shopman keeps his tenants in dire living conditions and sacrifices his own comfort by sleeping in the doorway to stop intruders from coming into his house. On the other hand, the Exorcist makes his living by giving the false impression that he is curing people from obsessions by demons and other supernatural evil beings. When the Exorcist is called upon to help with the assumed â€Å"evil spirit† wreaking havoc in the shop store, his world that places money at the top of the consideration list and the world of the Shopman, where money occupies the same place, meet. Read also  Case 302 July in Multiplex The Exorcist being adept at reading people like a book, manages to speculate accurately about the Shopman and the way he came to accumulate his wealth. It transpires that the Shopman killed a man and his widow before taking their land and money. However, unlike Mr Sookhoo, the Shopman remains free at the end with the cat, a symbol of his dark secret, roaming in the streets with a jug on its head. The symbolism of the cat slipping out of the store but with its head still caught inside the jug suggests that the Shopman's secret is only half revealed.