art critque Essay Example For Students

art critque Essay Paul Delvaux (1897-1994)Venus Asleep1. What Does the art work look like? describe it. This piece of art work in my opinion looks like a dream. The art work has a certain disoriented charm. It has mainly all dark colors and uses these dark colors to contrast with the light skin pigment of the people in the painting. The painting has a calm erotic nude lady sleeping on a very formal looking couch or day bed. If the picture is read as this ladies dream then it appears as if she were dreaming of death or something of a cult like manner. If it is indeed death she is dreaming of then she is symbolizing that death is very calm and relaxed, for her leg has gone limp as if she is very relaxed as death (the skeleton) is hovering over the foot end of her bed. In the background there are also people flying up in the sky and these people could symbolize the dead rising to a heaven or a god, or even angels attempting to help the dying on there way to a heaven or a god. It also seams as if the people in this dream are in a place of worship and they are all looking up to the skies an d praying. The structures around them are very temple like, for they have many statues and engravings about them. There is one lady in close and she is not praying and looks very formal. This lady is looking right at the skeleton which symbolizes death. This lady could symbolize a priest that is conversationalizing with her god or death itself, or this lady could also symbolize a non-believer that only examines the cult or religion and passes judgment. Another major aspect of this painting is that it is all set at night, which only makes the viewer believe more that the painting is set in a dream state because most dreams occur at night when we are asleep. 2. What subject matter does the artist work with? How is the subject matter represented: realistically, abstractly. Paul Delvaux uses a lot of different subject matters and here is a list of them: mythology, dreams, religion, bourgeois men, death, skeletons, large landscapes with ruins or city views and naked woman who wander expressionlessly. But in this painting he used a dream like atmosphere and a Greek cult like landscape to portray his message. Initially his first works, painted in the early 1920s, mostly consisted of pretty post-impressionist landscapes, but later more into the late 20s (around 1926-1927), Paul Delvaux evolved towards a more simplified style of Expressionism and Symbolism as these styles were seeping into his works. In his own words Paul Delvaux explains I wanted to find something else, but I did not know exactly what that could be.. After this metamorphosis Paul Delvaux converted to Expressionism. From 1935 and onward Paul Delvaux mainly focused on surrealistic works of art. This painting is represented in a surrealistic manner. His choice of subject-matter and his persona l style attest to his own personality. 3. What kind of technique is used to produce the work? Include the type(s) of media that are used. Paul Delvaux uses many techniques, but for this painting Venus Asleep Paul Delvaux used very sharp edge images with a lot of dark shadows. He did this painting with oil on a (173 x 200cm) canvas. He conveys his work using political media from his time period and rearranging it to show his feelings of a subject or the reality of a situation. Sometimes he uses unrelated media that he links together to make a point in his own way. 4. Where was the work produced? (GeoGraphic location)Paul Delvaux is known as a Belgian artist. Paul Delvaux initially studied architecture, but later studied painting at the Royal Academy of Fine Arts in Brussels. Around 1934 Paul Delvaux withdrew from society, spending a month in the tiny southern Belgian village of Spy filling his many sketch books with lingering fantasies in his mind and childhood memories. From 1951 onwards Paul Delvaux most often worked in Sint-Idesbald (Koksijde). Except in 1952 Paul Delvaux designed murals for the casino of the Kursaal in Ostend and he also did work in a few other places as well. The painting (Venus Asleep) was created in Brussels in 1944. 5. When was the work done? (Dates of the artists life, working life, name of the art period in which the work was done, dates of that period.)Paul Delvaux was born on the 21st of March 1897 and he died on the 27th of July, in the year of 1994. His childhood and adolescent years were important sources of inspiration for his work, even though he wasnt to serious about his art at this time. The works Paul Delvaux painted in the early 1920s, mostly consisted of pretty post-impressionist landscapes. Paul Delvaux evolved from a impressionist artist to a Expressionism and Symbolism artist around about 1926-1927. The church took offense at Paul Delvauxs paintings and had them removed from the Biennale in Venice in 1954. In 1962 a Delvaux exhibition was held in Ostend at the Museum of Fine Arts. In 1979 when he was still alive the Paul Delvaux Foundation was founded. The painting I have included with my essay (Venus Asleep) was done in Brussels on 1944 during German flying bomb attacks on the city. This period in art history is referred to as modern art. To celebrate the 100th anniversary of the birth of this Belgian artist Paul Delvaux, The Royal Museums of Fine Arts of Belgium hosted the first major retrospective exhibition of Paul Delvauxs work ever to be held in Belgium. It was held on the 27th of October 1997. John Marshall Essay14. What was the social economic position of an artist during the time period being researched?Paul Delvaux wasnt very high up on the social ladder in his time period, but nor were any other artists that practiced the same form of art as Paul Delvaux. These artists were considered bad by the church and were often banned from the churches. Society as a whole also frowned upon these artists, because the y for the most part followed the church. Therefore as that not many people understood these artists or tried to understand them, so not vary many people would buy there works. These artists were often money deprived for this reason and would paint murals and portraits on the corners of downtown streets. 15. What kind of life did the particular artist you are studying live?Paul Delvaux led a life of much change and exploration of his own mind. He would often take trips to free his mind and to make art of the memories and fantasies of his childhood and personal life. After going through art academies he tried to develop his own style, which he did. He spent a lot of his life observing and recording in his own way what he sees. 16. Was the artist personally involved in any specific political or social movement?Paul Delvaux wasnt personally involved in political or social events, but he was always indirectly involved in them by portraying there images. 17.Did the artist see his her involvement in art in any particular way? All art has some intent. The intent in Paul Delvauxs work is that he wanted to show people his way of viewing the world and to put across his feelings about the emotions he felt about the occurring events in his life. 18.What was the artist trying to show through the art which he she created? a. deal only with abstract, element or compositional aspects of artIn the painting Venus Asleep Paul Delvaux was trying to show a dreamlike composition with an abstract approach towards death. By using a relaxed woman and a skeleton hovering over her, which could symbolize death coming in her sleep. Using these images Paul Delvaux could be conveying the thought of German bombers attacking while the citizens are calm and relaxed, not expecting the bombers, or he could be symbolizing that the enemy is trying to be a friend to the woman while deep inside the enemy want whats not best for the woman. b. reflect the times which the artist lived?As I explained in Question a this painting was created when the Germans were bombing the Belgium city. So Paul Delvaux was probably pretty emotional at the time of the paintings creation and these emotions are showing through in this painting. c. reflect his personal view of the world?Well, I cant really say what Paul Delvauxs personal view is with out asking him myself, but judging by his artwork Id say his personal view of the world comes out in his paintings because he most always uses dark pastel colors in his paintings for the landscapes and backgrounds, which contrast greatly with the bright skin color of the people in his paintings. I think this choice of colors symbolizes how dark the world really is when people are on it to contrast with it and exploit it. d. reflect some emotional aspect of him herself or others? This painting Venus Asleep has many emotional parts that go deep within this painting and expose the true quality of the images of war and unfair death. Evaluation. 19. What do you see in the art work produced during this period or by this artist? What message comes across? (the message need not be sentimental or political it may be only visual.)In the works and mostly the painting Venus Asleep by this artist I see a deep message of pain and uncertainty that came from a war combined with an already restless soul that needs attention not violence. The people in the background to me symbolize the unhappiness of many people and the dark structures symbolize a highly growing technology of old theorys and questions. To me this painting shows me the end of the beginning of a pain that Paul Delvaux once suffered. 20. Is the art work of the time or of the artist successful? Does it do what it is set out to do? Does it convey the message that it intended?I feel that this piece of art from its time period does what it is set out to do. It conveys the message in so many different ways so that it can be interpreted as the viewer feeling the pain of a past event. I think the artist is successful in what he set out in achieving, because now over 70 years later were still talking about this painting. 21. Do you like the artwork of your research topic? Explain. Yes, I like the art work of my research topic, because it opens a window into something I cant normally see. One should forget that a painting is a painting that is to say, another realityPaul DelvauxBibliographyBooksSurrealist Painting 1975Simon WilsonMagazinesTimeApril 21, 1997 VOL, 149 NO.6The Art/Arts(A Singular Path)- Julie K.L. DAM InternetPaul Delvaux(Retrospective Delvaux Paul 1997 in Brussels, Belgium)http/www.geocities.com/retro/bel/happy/9897576/Paul Delvaux(PMMK Jubilee- Delvaux(Antheit 1897- Veurne1994)Info)http/www.PMMK.com/hiyt/0009/delvaux/expo/OtherEXPO Delvaux 1897-1994Royalmuseums of fine arts belgium address 9, Ruedu musee, 1000 Brusselsfax 32.2.508.32.32http/www.expo-delvauh.com/hist/76/09~hgy

The Landlady free essay sample

The Landlady had a round pink face and gentle blue eyes, one of the reasons that attracted Billy to stay and the Bed and Breakfast. The Landlady’s smile made Billy feel more at home and more welcome, however her behaviour was slightly strange. â€Å"She was about forty-five or fifty years old, and the moment she saw him, she gave him a warm welcoming smile†¦She had a round pink face and very gentle blue eyes†¦But this dame was like a jack-in-the-box. He pressed the bell and out she popped! The old girl is slightly dotty, Billy told himself†¦Ã¢â‚¬  This shows that a person should always trust their instincts and should not trust in anyone if there is even a shadow of doubt. The Landlady seems like a very nice and compassionate lady, however, she acts slightly strange. Her caring behaviour towards Billy builds his trust in her and her appearance also contributes to Billy believing and trusting in her further. We will write a custom essay sample on The Landlady or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Landlady’s embracing personality and demeanour convinces Billy to stay at the Bed and Breakfast. Billy notices her strange and queer behaviour but he dismisses it after considering the cost of staying at the Bed and Breakfast. The Landlady also emphasises certain words that cause us to suspect her. â€Å"†¦she gave him a warm welcoming smile†¦ ‘My dear boy,’ she said, ‘why don’t you come in out of the cold? †¦She seemed terribly nice. She looked exactly like the mother of one’s best friend welcoming one into the house to stay for the Christmas holidays†¦ The old girl is slightly dotty, Billy told himself. But at five and sixpence a night, who gives a damn about that? †¦ ‘We have it all to ourselves’ †¦ ‘†¦and we don’t want to go breaking any laws at this stage in the proceedings, do we? † This shows that a person should always be alert and aware of his/her surroundings. Towards the end of the story, we discover that the Landlady is not as nice as she seems, but is actually a very cruel and harsh lady. The Landlady carries out acts of extreme cruelty by killing her pets and guests with bitter almonds (that contain cyanide) that is mixed in the tea. She then stuffs them, so they appear lifelike and keeps their bodies. This behaviour contradicts her personality completely as she is not the trustworthy and caring lady that was described earlier in the book. It also creates a sense of trepidation as she admits her previous two guests hadn’t left and were, in fact, living on the third floor. â€Å"I stuff all my little pets myself when they pass away†¦The tea tasted faintly of bitter almonds, and he didn’t care much for it†¦ ‘But my dear boy, he never left. He’s still here. Mr Temple is also here. They’re on the third floor, both of them together. † This shows that a person should not be judged by their appearance, and also that we shouldn’t trust a person instantly, from their first meeting. To conclude, the Landlady is an owner of a Bed and Breakfast who seems like a very considerate and caring woman, from the way she greets and takes care of Billy. However, her brutal and barbarous side is shown towards the end when she poisons Billy and suggests he will be stuffed as well. Bibliography; The Landlady by Roald Dahl

Maestria en Administracion. Essays - Popular University Of Cesar

Maestria en Administracion. Essays - Popular University Of Cesar Maestria en Administracion. Materia: Problemas actuales en Mexico. Criterios de evaluacion. 1. Cuestionarios, Reportes, Lecturas..30% 2. Examen Parcial 1....20% 3. Ensayo......30% 4. Examen Parcial 2....20% Portada. 1. BUAP. 2. FCP. 3. Nivel - Maestria en Administracion. 4. Generacion: otono 2016. 5. Tarea no. 1 - Fecha: -. 6. Nombre del estudiante. 7. Profesora: Dra. Blanca H. Morales Vazquez. Prueba diagnostica. 1. Por que la economia es una ciencia? La economia es una ciencia porque elabora sus principios, conceptos (recoger y abarcar con la mente y no con los sentidos), categorias (aquella que parece abarcarlo todo, p.e; el cosmos, el mundo, naturaleza y la realidad / -, edad media, revolucion cientifica, post modernidad), axiomas (principio matematico a partir del cual se hacen, principios, postulados (principios matematicos), leyes y teorias (principios de la tributacion, A. Smith). Tambien porque es objetiva, racional, metodica, tiene una aplicacion general, validez universal, es atemporal y es progresiva. La economia se sustenta en la aplicacion, ademas de diferentes metodos cientificos de investigacion. 2. En que reside e problema economico? En teoria economica este se explica a traves de 4 preguntas fundamentales. El problema economico es; 2.1 Que producir? En funcion de los recursos naturales 2.2 Como producir? En funcion de la tecnologia con la que opera el sistema economico 2.3 Cuanto producir? En base la poblacion y al nivel de ingresos, es decir; en base al volumen. 2.4 Para quien producir? El consumo depende del nivel de ingresos. Problemas economicos: Pobreza, desigualdad, concentracion del ingreso y la riqueza, inflacion, insuficiencia alimentaria (disminucion de las importaciones agricolas), deuda externa, depreciacion del tipo de cambio, desempleo y la educacion (superior). 3. Cuales son las metas economicas? Las metas economicas en teoria economica son de gran utilidad porque nos permiten evaluar la conduccion de la politica economica. Tienen por objeto generar mayor numero de empleos, debe controlar la inflacion (no dejar que se dispare), promover el crecimiento economico (tiene que ver con niveles mas elevados de la produccion), promover el desarrollo economico (mejores niveles de vida para la poblacion, p.e; empleo para acceso a la salud, vivienda, alimentacion, educacion, infraestructura), fomentar una autonomia economica, promover una libertad economica y la septima meta tiene que ver con la sostenibilidad ecologica. Cuando una economia esta en crisis toman una fraccion de las reservas y los inyecta el sistema economico para la creacion de empleos. 4. Que elementos conforman con la politica economica? La politica economica esta conformada por cinco ejes, la politica fiscal, politica funcionaria, politica monetaria, politica bancaria y politica comercial. Son cinco ejes (politicas) y los primeros cuatro son detonantes para impulsar la politica comercial. Todo sistema economico tiene factores productivos, que son los recursos naturales, trabajo de los hombres, trabajo calificado y capital (K), convergen (se suman) y dan origen a la produccion. En un sistema economico estan los organizadores de la produccion; Participacion gubernamental nacional. PEMEX y CFE. Participacion privada nacional. TELMEX, etc. Participacion privada extranjera. Volkswagen, AUDI, etc. Los organizadores de la produccion dan origen a lo que nosotros conocemos como aparato productivo o estructura productiva, los cuales son los cimientos del sistema economico. El aparato economico esta conformado por: 1. Agricultura, 2. Industria y 3. Servicios y comercio. El aparato productivo esta conformado por los 1. Recursos naturales, 2. Trabajo de los hombres, 3. Trabajo calificado y 4. Capital. 1, 2. Flujo nominal. Guanacias, beneficios, intereses, rentas y salarios los cuales representan a la demanda. 3,4. Flujo real. Bienes y servicios los cuales representan a la oferta. El flujo nominal (demanda) y el flujo real (oferta) convergen en el mercado (satisfaccion de la sociedad). El excedente via exportaciones y divisas. 5. Que entendemos por sistema economico? Sistema economico. Se puede definir como un conjunto de monedas existentes y concurrentes en un periodo determinado para un pais. Definicion de sistema economico. Castro y Lessa "Introduccion al sistema economico un enfoque estructuralista." Primer eje que respalda un sistema monetario. Esta respaldado por piedras (rubis, esmeraldas y diamantes) y metales preciosos (oro y plata). Segundo eje PETROBONOS. Tercer eje CETES y el cuarto eje son las DIVISAS (obtenidas a traves de la exportacion). 1. Sistema economico. 2. Factores de produccion. 3. Organizadores de la produccion. 4. Aparato o estructura productiva. 5. Absorcion de los factores. (K). 6. Sectores: agricultura, industria, servicios. 7. Flujo nominal. 8. Flujo real. 9. Oferta. 10. Demanda. 11. Mercado. 12. Aumentar el volumen de las exportaciones. 6. Cual es el objeto de estudio de la economia? La economia como ciencia estudia hechos y fenomenos economicos y trata de resolver los principales problemas economicos: pobreza, desigualdad, concentracion del ingreso

DOES THE INTRODUCTION OF TECHNOLOGY IN WORKPLACES NECESSARILY Essay

DOES THE INTRODUCTION OF TECHNOLOGY IN WORKPLACES NECESSARILY TRANSFORM KNOWLEDGE AND SKILL AND GENERATE NEW OPPORTUNITIES FOR LEARNING - Essay Example However the opposite views also exist. The following paper critically evaluates the adoption of technology in the production system and its effect on labourers. The interaction between man and machine was actually initiated through industrial revolution in England. The industrial revolution multiplied the British production manifold and it may be considered as one of the most primary footsteps of machines into human domain (Form, 1987). This boom in the industrial output made the cities attractive and these began to overflow. This initiated the process of urbanization. The nineteenth century life was however harsh for the workers as the children worked either in the mines, factories or the cotton mills. Cotton became a prime export product for the Britons. Cheap houses were provided to the workers in order to make it easier for them to attend work early and spend most of the time there. Law had to interfere in order to protect the lives of these children and make the streets hygienic. (Form, 1987) At the very beginning of the twentieth century, Henry Ford started the assembly line production system for the first time and the production system suddenly became a comprehensive, constructive and integrated action – â€Å"The first step forward in assembly came when we began taking the work to the men instead of the men to the work. We now have two general principles in all operations–that a man shall never have to take more than one step, if possibly it can be avoided, and that no man need ever stoop over.† (Ford, 2007, p.58). The efficiency of workers increased manifold – â€Å"With one workman doing a complete job he could turn out from thirty-five to forty pieces in a nine-hour day, or about twenty minutes to an assembly.† (Ford, 2007, p.58) However, the adoption of modern day’s technology started at the advent of information technology. The common sentiment or logic behind the adoption of information technology

PISCO Model Case Study Example | Topics and Well Written Essays - 1500 words - 3

PISCO Model - Case Study Example This paper stresses that thus using the PISCO problem solving model going to be highlighted below, the study would attempt to critically analyse the dilemma facing Lael Matthews in selecting the ideal candidate to promote among three managers. According to Edward, the PISCO model is comprised of steps that seek to identify a problem, input to the cause of the problem, solution, choice as well as operational goal of the choice made. In this case, the two major problems facing Lael Matthews include race and gender related issues which are seen as impediments in the efforts by the management in their efforts in appraisals especially for promotional posts to senior positions within large and often reputable organisations. For instance, Liz is an African American and a female at the same time which would raise eyebrows once she is given the opportunity to grab the position given that she would be the first person to hold such a high post within the organisation. Indeed, she has the energy to perform but due to her circumstance whereby her race is looked down upon, she could not rise to higher level expectations. Compared to Liz, Roy is privileged to have attained higher qualification from a prestigious private college and has been in the company for a long period but comparatively, his energy is lower than Liz. At the same time, Quang is intense but can only be hampered by virtue of her race as well as gender. She also has links to upper management which can give her unfair advantage over others. Therefore, in making an informed ethical decision about the right candidate to promote, the above issue ought to be objectively considered in order to come up with a capable candidate who has the capacity to perform the task.

How Diffierent Strategies Are Used To Support Children Education Essay

How Diffierent Strategies Are Used To Support Children Education Essay The assignment will develop the work started for log B, looking at how diffierent strategies are used to support children with social, emotional behavioural difficulties, focusing on how rewards and sanctions can improve behaviour. Looking at how a school behavioural policy can help within the classroom and school to tackle and improve behaviour as well as using literature to critically analyse these suggestions. Concerns about the behaviours of young people are nothing new. Socrates is quoted as saying Children today are real tyrants, they no longer stand up when their elders come into the room where they are sitting, they contradict their parents, chat together in the presence of adults, eat gluttonously and tyrannise their teachers. What counts as good behaviour can be difficult to identify specifically. Our understanding of the causes and cures of disruptive behaviour over the last few years has grown immensely. Previously, explanations of poor behaviour tend to be based on individual pupils and their families while treatments consisted of drugs, counselling and psychological intervention. Research that is more recent has suggested that school curriculum, teaching approaches, sanction and reward systems and pupil involvement in determining rules, rewards and sanctions contribute to the ethos of high expectations and developing positive teacher pupil relationships where indiscipline is minimised. Sanction and reward systems, which will be the focus of this assignment, have their origins in behaviourist psychology. They are most likely to be effective if shaped by an overall philosophy and linked closely to the ethos of the school and in many schools pupils are involved in drawing up the school rules, and consulted about appropriate sanctions, as this is seen as the best way of ensuring that punishments are seen as fair. Government policy in England states that TES (2005). Rewards and sanction systems are essential for a creative teaching and learning environment. By praising and rewarding positive behaviour, it is believed that others will be encouraged to act similarly. The government believe that school behaviour policy should therefore not only specify what sanctions are available to staff, but also how positive behaviour will be reinforced through praise and rewards.   Surprisingly, theres been little research into the effects of sanctions and rewards on behaviour and achievement. One of the most extensive studies was conducted by researchers at the University of East Anglia in 2000. Their survey of Year 8, 9 and 10 pupils in the Norwich area found that the most effective sanction in the eyes of pupils was a letter or phone call home to parents, while the least effective was a verbal warning. Similarly, the use of gifts was seen as by far the most effective reward, with verbal praise at the bottom of the list (TES, 2005). Recent research (Allen, unpublished) suggests that the school curriculum and the use of teaching approaches through sanctions and reward systems can determine the pupils involvement within the rules, thus contributing to the ethos of high expectations and developing positive teacher and pupil relationships therefore creating the individuality of the pupils. The types of children and their related social, emotional and behavioural problems must be identified before a sanction and rewards scheme can improve behaviour as part of a behavioural management policy within a Pupil Referral Unit. The definition of emotional and behavioural difficulties in Britain (DES, 1989) refers to: Children who set up barriers between themselves and their learning environment through inappropriate, aggressive, bizarre or withdrawn behaviour and who have developed a range of strategies for dealing with day to day experiences that are inappropriate and impede normal personal and social development and make it difficult to learn. This statement suggests that the problem resides with the child and that it is the child who needs to be treated and cured. However this view is far too simplistic. Therefore there is a need to understand the child, looking at the root causes of aggressive or socially inappropriate behaviour, by looking at the different perspectives on behaviour this will help teachers to understand individual childrens behaviour, and give them strategies to use within the classroom. The use of these perspectives is especially useful in a Pru situation where there are a large proportion of challenging children. Many of these children have had negative experiences in their secondary school and view themselves as inadequate, ineffective, and useless troublemakers, consequently their self esteem is low. Using the following perspectives and observing and recording a childs different behaviours can give teachers in Pupil referral units strategies to overcome pupils displayed behaviours which they can use effectively within the classroom. Firstly, the Pschodynamic perspective looks at how early experiences from childhood, attachment issues and other conflicts can have an effect on current behaviour traits, understanding these issues can help a teacher develop a positive relationship with the child. The Cognitive perspective, once testing of the childs abilities has been carried out, means that the work can be presented at the appropriate level (Ayers et al, 1995). This will help the child achieve success and develop their selfconfidence and self-esteem when attempting new topics. The Ecosystemic perspective looks at systems that influence the child, such as home, school and peer environments. Looking at all relationships that can affect the childs behaviour, and developing strategies to use within the classroom. Strategies based on this approach, such as nuture groups are being used increasingly in primary schools. Although these are implemented mainly by teachers, they sometimes involve assistance from other providers such as peers, parents or psychologists. A Behaviourist perspective approach looks at how postive and negative reinforcements us ed consistantly in school and at home can have a postive affect on behaviour, improving self esteem. A Humanistic perspective to managing behaviour tries to maximise a pupils inherent motivation to learn by minimising factors that undermine or inhibit this process. Teachers will need to recognise how the pupils feel about themselves and their capabilities. Maslow (1998) clarifies how needs such as physical and safety needs have to be adequately met before self esteem even becomes an issue. Although brief, the above descriptions of the different perspectives can give teachers an insight into why a child behaves the way it does. Many of the strategies mentioned in Log B support children with SEBD within the classroom. The most important one mentioned is actually listening to the child to try to understand what they feel and developing relationships. Emotional and behaviour difficulties are about people who are so badly hurt and in so much pain that they are angry, it is our belief that they express their anger in a place that is safe: to that expression of anger in school could be seen as positive Mc Namara, Morton (1995). Teachers in a Pupil Referral Unit situation often need to learn to also deal with their own emotions, as many feel frustrated because they want to help children to change their behaviour so that the pupils themselves get better outcomes. The usual strategies of sanctions, reasoning, punishments and exclusions used in secondary school dont always work with children in a Pupil referral unit. Therefore, being able to recognise the different behavioural perspectives teachers are able to develop their own teaching strategies within the classroom for the individual child. Before a child enters the Pupil referral unit they attend an assessment centre which is located within the same building, this gives a chance for the teachers to determine what the individual pupil needs to help them fulfil their potential. A behaviour contract is usually completed between the school, parents or guardian and the child themselves. The main areas that are addressed within this contract are used to develop positive behaviours to support relationships between pupils and teachers, pupils and their school environment, peer relationships and home relationships. By developing a whole school approach to behavioural management issues the Pupil referral unit involves all staff, some agencies, and the pupils. Involving parents would seem to be the best way forward. Capstick (2005) suggests Establishing good relationships with parents seem an important element when attempting to work with a child as well as giving tanible rewards. Teacher and staff need to examine what outcomes they want to achieve with the pupils and adopt or change the reward system to meet their needs. The values, which underpin a school behaviour policy, are that all children and adults have the right to work in a safe, calm, supported and purposeful environment. All children have the right to come to school without fear of being bullied. All adults have a responsibility to support the behaviour policy and for it to be consistently applied by all members of staff for it to work effectively. The Pupil referral units behavioural policy aims are to ensure a fair and consistent approach to dealing with the behaviour of children during the school day. This is by providing a safe, caring and supportive environment which allows children to learn and teachers to teach. The policy hopes to promote positive behaviour as a model for all behaviours. Help independence by making pupils responsible for their own actions and provide a structure which moderates childrens behaviour while allowing them to develop as responsible citizens within society.To achieve these aims it is vital that a partnership between home and school is established. A lack of, or poor discipline tends to be the result of problems within the family unit or lack of social skills. In a Pupil referral unit this is achieved in the following ways. Communication between a childs key teacher and their parent or guardian is good and means that the parent will phone in regularly to keep staff up to date on any problems at home, staff will in return inform parents of good behavour, effort or work that the child has produced. This means that the child is rewarded by the parent or guardian. When surveyed most children rated this highly on encouraging them to behave well at the pupil referral unit. Smith and Laslett (1993) suggest To use rewards and sanctions effectively requires knowledge and judicious application of the principles of behaviour modification the single most important factor in learning behaviour is what happens immediately following that behaviour. Pleasant consequences are most likely to reinforce the behaviour and make it happen again. To develop a whole school policy on sanctions and rewards within the Pupil referral unit, discussions should take place within the school community on how to deal with different types of behaviours observed in different places around the school. Pupils are involved during PSHCE lessons in conducting surveys, and a school council could be established so that the children views on school issues can be heard. For when the pupils understand the simple rules within the classroom the atmosphere is usually pleasant and the teaching enjoyable. The main objective for a school behavioural policy is to ensure that there was is a shared u nderstanding by both pupils and teachers of proportionate and differentiated sanctions that can be used in different situations. The policy needs to be clear on how teachers can acquire assistance in a crisis situation and who to go to for help. It should also be discussed what the protcol would be with the local police and youth offending services, if a serious incident occurred. Sanctions should be discussed with pupils and school rules displayed in every classroom. Sanctions must be fair and must be used to deal with behaviour, as quickly as possible. Pupils must know that when a sanction is applied it will be used. Record keeping is vital in the pupil referral unit, especially recording any behavioural incidents which help teachers deal with repetative behaviour issues. The Pupil referral unit could also use restorative justice to address poor behaviour, where a child is held to account for their actions and encouraged to put right the harm they may have caused. In some schools and Pupil Referral units this method seems to be working and behaviour is seen to be improving. The school behaviour policy should not only specify what sanctions are available to staff but also how positive behaviour will be reinforced through praise and rewards. The Elton Report (1989) noted that a reward and sanction ratio of at least 5:1 is an indication of a school with an effe ctive rewards and sanctions system. It also recommended that all schools should have a wide range of both rewards and sanctions that are applied fairly and consistently. The types of rewards used in a Pupil referral unit to motivate children are, verbal praise, rewarding postive behaviours which encouarge the pupils to behave in lessons, showing examples of examplar work on walls, displaying work showing the different levels of academic achievement. Giving all children the chance to succeed and develop their confidence and using the lessons they enjoy improving their self esteem. Reward strategies also used are certificates, postcards, prizes within lessons for consistent behaviour, effort or quality work. Parents are should be routinely informed of all of the above and termly assemblies given with parents encouraged to attend as recognition of their childs achievement. Teachers and staff within the Pupil referral unit therefore have high expectations of the pupils and encourage standards in collective and self discipline, encouraging purposeful learning opportunities within the classroom in order to support the behavioural management policy. An example of this is where children can be given target cards each day with one behaviour target on, they take this to each lesson and teachers record their behaviour, adding initials in the centre of the bullseye on the card if they have met that target for that lesson, at the end of the day the points (Initials in the centre of the bullseye) are added up and recorded on to a visual record sheet so that the pupils can see their achievements. Dealing with the different types of disruptions that can occur in lessons at the Pupil referral unit can also be challenging for teachers. Disruptions can manifest themselves as low level such as persistently talking to peers, seeking too much attention, or failing to cooperate. Whilst these disruptions can often be put down to stresses or difficulties outside school, it is evident that some situations arise because of the learning environment within the Pupil referral unit itself and this must be tackled in order for a behavioural policy and rewards and sanctions system to work effectively. Children can be bored with the work set especially if the level is incorrect, and will kick off. Some teachers as Ashman and Conway (1993) suggest see the problems as lying with the child rather than the curriculum or the methods used to teach. Lessons in the Pupil referral unit therefore can be timetabled for half hour and hour slots at various times of the year or timetables can be disbanded meaning that children experience a variety of different teaching styles within the day. This can also have a positive effect on behaviour management within the unit for example in practical lessons teachers are used to movement and children often have more freedom to move around depending upon the activity, the teachers tend to be more relaxed in their methods and consequently so are the children. Whereas, in theoretical lessons some teachers tend to regard movement as threatening and can apply sanctions more vigorously, if a child is critised or put down for something they have done wrong in class, this can add to a lowering of their self esteem and increase behavioural problems. Rogers (1998) Suggests that all teachers should develop their own discipline plan so that they know what to do in advance when classroom behaviour is disrup trive, to develop goals of discipline in school such as; helping the child accept responsibility for their own behaviour, exercise self control, respect the rights of others, adopt the principles of fairness and honesty and face logical consequences of their behaviour. The behaviour policy in the Pupil referral unit should also cover strategies such as tactical ignoring of certain behaviours, using simple directons, postive reinforcement of rules, behaviour and work. Strategies such as giving the children simple choices about sanctions, giving time out for five minutes, using isolation for counselling to discuss problems, or using break and lunchtime detentions, or keeping children for ten minutes after school can also be used as a positive way to modify pupil behaviours. Deflecting and defusing situations are one of the units strengths, as mentioned in Log B. The most common deflecting strategy used to distract the child from their behaviour, is usually humour but not with added sarcasm; this usually works and seems to calm the children down very quickly, without letting them lose face. The child is then reminded about giving an apology to the appropriate teacher. A room could also be used to mentor children who have caused disruption within a les son so that they can discuss their actions with a member of staff. These are all positive steps in helping children to understand how their actions can affect themselves and others and to consider the feelings of others and attempt to perceive their point of view. By enabling a child to empathise with others behaviours can often be modified in a more positive way. In conclusion the most important aspect of improving behaviour in any school is to develop a postive relationship with the children you teach, this is especially important in a Pupil referral unit as the pupils find it more difficult to make positive relationships. However, when they find a teacher that is friendly, caring, consistently predicatable and reliable many pupils will react postively and consequently their behaviour improves. For children who the above approach doesnt work, time and effort including observations are needed to determine which behavioural perspectives to use to help that child progress. In the Pupil referral unit therefore, the most effective way to help a child who has experienced traumatic events would be to use counselling by other services, or having a teacher they like discussing aspects of their behaviour with them, but being consistent with all the strategies included within the whole school behavioural policy and the use of sanctions and rewards helps improve behaviour. Unfortunately, in recent years the incidents of emotional and behavioural issues among children in all schools (not just pupil referral units) has increased and the different sanctions and strategies mentioned previously have yet to be embedded and used effectively everywhere. This is due to government pressure and league tables. Teachers have had to move away from listening to pupils in class time in order to get children through examinations, and to reach targets. As many of the solutions to helping improve behavioural issues for children with SEBD are based on a within child view and the team around the child, these thing involve a commitment from the government of time and money to enable these areas to be accessed by both pupils and teachers in order to improve behaviour effectively. An acknowledgement therefore that time spent on developing relationships within schools is in fact key to effecting education, requires a shift in government attitude in terms of expectations and ta rgets. Only then will pupil behaviour ultimately improve across educational establishments.

Pocahontas Essay -- essays papers

Pocahontas For more than two centuries since the death of the Indian princess Pocahontas, legends and stories of romance have been imbedded into our minds, but her dramatic life was more important to the creation of a segment of American history than legend. Around the year of 1595, Pocahontas was born to chief Powhatan, the powerful chief of a federation of Algonquian Indian tribes who lived in the tidewater region of Virginia (Sahlman). She was but one of the many children of Powhatan, who ruled more than 25 tribes. Her real name was Matoaka, a name used only within the tribe (Sahlman). Her tribe, the Powhatans, believed that harm would come to them if outsiders learned of their tribal name (Jamestown). Therefore, she went by Pocahontas, a nickname given to her meaning â€Å"little wanton† for she was a playful, frolicsome little girl (Sahlman). The settlers believed it to mean â€Å"bright stream between two hills.† The Powhatans were not savages, as John Smith would later claim in his The General History of Virginia. Instead, they were a ceremonious people who greeted important visitors in a formal manner with a large feast and festive dancing (Sahlman). Although they did occasionally put prisoners to death in a public ceremony, it was no more savage than the English customs of public disembowelment of thieves and the burning of women accused of being witches (Sahlman). In May of 1607, English colonists arrived on the Virginia shoreline with hopes of great ric...