Pierre-Auguste Renoir

Pierre-Auguste Renoir was a French painter, printmaker, and sculptor. He is one of the most prominent founders and leading exponents of the Impressionist style of painting from the late 1860s. â€Å"Renoir’s art is a celebration of the beauty of women and nature; his images both of modern Parisian life and of idealized figures in a timeless landscape suggest an enchanted and radiant world†. (Langdon) In 1878, Renoir broke away from the Impressionist exhibitions to return to the official Salon, where he achieved great success for his work, Madame Charpentier and her Children. Renoir is the modern painter of femininity. In Madame Charpentier and Her Children, he reflects an expression of beauty that is not easy to understand at first glance. He has gone beneath the surface of life and depicts in the characters some â€Å"unexpected, elemental and ineradicable instincts which link us, in spite of all our sophistication, with wild nature. In Madame Charpentier and Her Children, we can see that motherhood is something more than respectable. (Fry) Renoir adds an element of interest in human beings which distinguishes him from the rest of his Impressionist practitioners. Renoir was greatly influenced by Monet in such works as La Grenouillere (1869). His use of large broken brushstrokes and delicately applied flecks of paint suggest atmosphere, and shows his fascination of the true effect and importance of light on the surface of things without restraint. â€Å"Renoir is not like the majority, but a revolutionary. He is not analytical, scientific and destructi ve. He is a purely poetical and constructive genius. He has followed a certain inspiration with naive directness and simplicity of spirit. † (Fry) Renoir sympathizes with the human element between himself and his models which is visible in Madame Charpentier and Her Children. Madame Charpentier was Renoir’s most influential friend and commissioner. She was the wife of Georges Charpentier, who was a famous publisher of the works of the best young authors of the time. It is through Madame Charpentier that Renoir was able to meet all the important figures in art, iterature, music, and politics. Renoir’s son, Jean, wrote â€Å"Her salon was celebrated and deservedly so, for she was indeed a great lady and had succeeded in reviving the atmosphere of the famous salons of the past. Every one of note in the literary world attended those Friday gatherings. Charpentier was definitely on the side of the young painters, even before they came to be known as Impressionists. † (Renoir) The scale of Madame Charpentier and Her Children is grande, measuring at 157. 7 X 190. 2 centimeters. One historian claimed that Renoir worked, â€Å"slowly and patiently†¦ and required a great many sittings. † (Bailey) In this painting, the thirty-year-old, Madame Charpentier is seated on a sofa covered in floral tapestry, the train of her black dress spread out full length to one side with traditionally designed white lace. Her corsage is decorated by a brooch in the form of a daisy or chrysanthemum, and in her left hand she clasps a small golden ornamental ladies case or bag. She rests a protective arm above the head of her three-year-old son, Paul Emile Charles. Like his eldest sister, Georgette Berthe, he wears the same blue and white frilly dress, which was in accordance with the fashion at the time. â€Å"Her daughter Georgette sits atop Porthos, the indulgent Newfoundland that accompanied the family on its lengthy holidays. † (Bailey) Colin B. Bailey explicitly describes the background of Madame Charpentier and Her Children in his book, Renoir’s Portaits: Impressions of an Age; â€Å" Renoir filled in the background with a Japanese screen and an arrangement of fruit and flowers on a small table. The room itself appears to be spacious, but somewhat furnished for the time. In the background to the right, in front of the curtains through which one enters and beyond which can be glimpsed the well-polished floorboards of an adjoining salon, is placed a bamboo tea table and a single bamboo-and-wicker chair. The table is set with a bowl of grapes and a service of desert wineglasses that rest on a red lacquer tray. On the red walls behind Madame Charpentier and her children hang what would appear to be three sections of a dismembered Japanese screen, possibly of the Rimpa School, although only the central panel is shown in its entirety and the panes have vertical lines running hrough them and wavy edges. Reading from the left, we see a pair of peacocks looking down from a branch onto water below; the middle section (less easy to make out) shows branches and foliage; and on the right a splendid crane, with white plumage, swoops to the ground. Next to the screen, attached to a panel of red lacquer at right angles to the wall, is a hanging scroll that shows a s ingle figure in bright and green robes. † Renoir places the characters in an upward right-diagonal position with Madame Charpentier in the center of the canvas. There is a deep sense of humanity seen as her daughter looks lovingly at Madame Charpentier. The children have a soft innocence, sweetness and vulnerability in their faces, further alluding that Madame Charpentier is their protector and keeper. â€Å"In this group portrait, the chic of the sitter’s dress and the fashionable furnishings are secondary to the romance of mother and children â€Å"at home†. An essentially bourgeois, Parisian romance, admittedly, but so well crafted by Renoir’s â€Å"poetical and constructive genius†Ã¢â‚¬ . Bailey) Renoir uses his creative technique handling the vivid colors of paint by taking the Impressionist approach and uses large but soft brushstrokes. There are no definite and precise lines separating one color or object from the next. The somewhat sketchiness of the painting allows the colors to become even more vibrant. The setting has been said to have taken place in a smoking area within the Charpentier house, theref ore Renoir concentrated on the effects of the artificial light and shadow on the models and background to make the scene appear more genuine to the viewer. Renoir shared with his son these words, â€Å"‘Madame Charpentier reminded me of my early love, the women Fragonard painted. The little girls had charming dimples in their cheeks. † (Renoir) He deliberately set out to paint this family portrait in order to please the conventional taste of the Salon, but without sacrificing or lowering his standards for the Impressionist style. The Charpentier family was well known by the time of Renoir’s commission for the large-scale portrait. Their dress and Madame Charpentier’s jewelry, hairstyle, and the background automatically suggest that the Charpentiers are a modern and wealthy family. The bamboo table, wicker chair, and Japanese screens suggest modernity as well, but not in the material sense of the word. Modernity here can be meant to be the passage of one place to another, one city to another, one culture to another. Renoir must have studied, been familiar, or at least been exposed to Japanese art in order to paint it with such exact quality. The loose brush-stroke also suggest movement. The colors are not flat, but alive, as seen by looking at the dog’s hairs, the folds of the train of Mme Charpentier’s dress, and the tussled-look hair of the children. This new visuality into humanity was a great success. With her influence, Madame Charpentier forced the jury of the Salon to admit Renoir’s piece, after a decade of being excluded from acceptance because of his rejected Impressionist style. â€Å"The picture was a great success, and Mme Charpentier used all her influence to force the jury to admit it into the Salon of 1879. After an absence of almost a decade Renoir was again included in the Salon. † (Fry) It was cleverly placed in an open and favorably position in the Salon, across from only one other major artwork. The richness of Renoir’s palette, the liveliness of his touch, the freshness of luminosity of the canvas, the harmoniousness of the composition was all mentioned approvingly. Both Burty and Chesneau analyzed Renoir’s manner of modeling through color and light, without the assistance of lines. † (Benidite) Madame Charpentier and Her Children may be one of Renoir’s finest if not his best work complimenting both contemporary and Impressionist tastes and style. As with other Impressionist artwork of the time, Madame Charpentier and Her Children was paid with a rather feeble commission. The Charpentier’s claimed to have paid a mere 1,500 francs for the portrait. However, art historian Anne Distel writes, â€Å"Renoir mentioned an even lower figure to Vollard, â€Å"around 1,000 francs. † The Metropolitan Museum of Art acquired the painting thirty years later for 84,000 francs. Still today, Renoir’s work touches the hearts of its viewers and calls for a more sensual and human view towards Impressionist styled work. The idea of motherhood and family is something all people can relate to and appreciate, besides being wrapped up with the alluring techniques, and Renoir’s use of color and effect of light on the canvas.

Native Americans in the United States Essay

The Navajo’s land was very precious. They lived in a huge expanse of land. They lived in large chunks of Utah and Arizona. They also inhabited small parts of Colorado and New Mexico. They had a similar climate all year around. The climate was arid to semi-arid. They had very hot summers and very cold winters. The annual precipitation for most of their land was less than 10 inches of rain. The average temperature range was 40 degrees Fahrenheit to 55 degrees Fahrenheit. They also had natural resources. They had coal, uranium, oil, natural gas, minerals, petroleum, agriculture, and herbs. ? LAKE NAVAJO ? FOOD: The Navajos had various amounts of food. They grew corn, beans, squash and melons. They hunted and ate Kaibab squirrels, black tailed jack rabbits, small pigs, peccary, horses, buffalo and sheep. They baked kneel down bread, Navajo cake, Navajo pancakes, blue â€Å"dumplings†, blue bread, hominy cookies, and squash blossoms stuffed with blue corn mush and pinon leaves. They also steamed and roasted corn. They harvested wild fruits and vegetables such as pinon nuts, corn silk, wild berries, wild onion, Navajo spinach (bee weed and pig weed), wolf â€Å"berry†, wax currant, sumac grapes, juniper oranges, yucca bananas, and Navajo tea (telesperma). They also traded for deer, squash seeds, tumble mustard seeds, pinto beans, goat, goat milk, and goat cheese. In special occasions they would have wild edible clay, wild potatoes, mimosa, sagebrush, and juniper ash. ? NAVAJO PANCAKES ? SHELTER: The Navajos had different homes than other native tribes. They lived in small clusters of families spread around. There’re 2 types of hogans (what they lived in), the winter type and the summer type. The winter hogan was more closed and padded for the cold but; the summer hogan was more open and less padded for the heat. They were both miserable and crude structures. The reason for them living in such poorly built homes was because they were nomads (so they could easily leave in a moments notice). They considered the outdoors as home. They used there â€Å"house† for storage, warmth and sleep. They said they wouldn’t get attached to their â€Å"homes† like white men (Americans). Hogans were round â€Å"houses† built with sticks, packed with earth and covered with brush, animal hides and whatever else they could find or was available. The front door always faced east to catch first light. They later built more advanced and bigger hogans made out of logs from pinon trees, and mud. ? NAVAJO HOGAN ? CLIMATE/ GEOGRAPHY INFLUENCE: The Navajo’s climate and geography affected them. Geography caused them not to have the same food or clothing in all parts of the Navajo land because some stuff didn’t grow everywhere and, the terrain made them wear different clothing according to altitude weather. Climate caused them not to have the same food, clothing or shelter all year around either. Some stuff could only be found a certain season. In the winter they had to wear more layers but, as for in the summer they would wear less, and like a said before (read shelter) there was a winter hogan and a summer hogan. ? CLASSIC TERRAIN ? LOCATION OF HOMES: ? NAVAJO’S CURRENT HOME ? NAVAJO’S ANCESTRAL HOME ? BIBLIOGRAPHY: Carey, Harold Jr. â€Å"Navajo People† Donald Snyder. (July 29, 2011) Outskirts Press. October 28, 2011 Donn, Andale. â€Å"Native Americans† Phillip Martin. (2007) October 27, 2011 Eck, Pam. â€Å"In Kido Indianans† Diane Dwenger. (April 22, 1998) October 28, 2011 Erdoes, Richard. â€Å"The Native Americans: Navajos† Sterling Pub. Co : New York; 1978: 15, 21, 12 James, Cullen. â€Å"Veterans Recall† Navajo Times; #24, October 29, 2011. 1,2 Kallen, Stuart A. â€Å" Native Americans of The Southwest† Lucent Books: San Diego; 2000: 12, 1, 11 Knysh, Brian. â€Å"Kid Port† Elizabeth Flynn. (1998) October 27, 2011 Lewis, Orrin, â€Å"Big Orrin† Laura Redish. (1998) October 27, 2011 Rossi, Ann. â€Å" Native Americans of The Southwest† Benchmark Education: Pelham; 2008: 16, 32, 10 Miller, Gay‘s 5th and 6th grade students. â€Å"Navajo. † Miller Gay. (October 23,2011) October 27, 20011 Yurth, Cindy. â€Å"Budding Filmmakers Debut† U. S. A Department of Defense; #3 October 29, 2011. 1,2 ? FUN FACTS: They Call them selves the â€Å"Dine† (the people) They drew petroglyphs Their reservation size is about 13 million acres (the largest in the U. S) They also have the largest membership size compared to other Native Americans membership’s size. (They allow up to 30 people from their extended family into the reservation. ) ? EXTRA: ? NAVAJO BOW & ARROW ? NAVAJO POTTERY ? NAVAJO PAINTING ? NAVAJO TOMAHAWK.

Decision modeling and analysis Essay

Case Problem1: Production Strategy: Here, there is a production management in the Better Fitness, Inc. (BFI) which manufactures two types of machines (BodyPlus100 and BodyPlus200). The detailed math has been done in the report as per the statistics given for its production of the two varieties of the machines. The raw material costs in each section consisting in the manufacture of the specific machine (either BodyPlus100 or BodyPlus200). The labor costs are also given which sums up the production cost of the machine so as to calculate the total cost for its manufacture. The net profits are calculated and recommended that the manufacture of one BodyPlus100 machine provides more profit than that is produced in the manufacture of one BodyPlus200 machine. As the net profit made per hour in the manufacture of one BodyPlus100 is $24.73 and where as, the net profit made per hour in the manufacture of one BodyPlus200 is $19.83 Case Problem2: Solutions Plus: In this case issue, the company Solutions Plus is an industrial chemicals company that produces specialized cleaning fluids and solvents for a wide variety of applications. The main issue is that this company has been invited to forward a bid to supply Great North American railroad with a cleaning fluid for locomotives. The main case is to deal with the math related to the production cost and the shipping from two different places (Cincinnati and Oakland, California). The Solution Plus itself cannot produce and deliver the entire amount of required gallons of the cleaning agent and considering the larger distances to ship these cleaning agents, the shipping charges are also included as the expenditure for manufacturing the cleaning agent. The bid has is sent after deciding that the entire production from Cincinnati and Oakland, California shorts the exact requirement of the cleaning agents from eleven (11) different locations in America.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Since the requirement is not exactly met, the supply of the cleaning agents to Pendleton is made short of 17,615 gallons. The reason only Pendleton is made short of its required deal because, the shipping costs are more to the place from Cincinnati. Also, specified that only 500,000 gallons of cleaning agent can be supplied from Cincinnati and only 50,000 gallons can be sent to any location from Oakland, California. The bid is for a contract of two years. So the shipping costs may vary after one year as the fuel rates might fluctuate. So the Director of marketing of Solution Plus has to bid now fore sighting the fluctuations in the fuel price. Hence, due to the restriction of the total number of gallons supplied from Cincinnati, we could only supply 972,937 gallons of the locomotives cleaning agent to the 11 different locations where the exact requirement is 990,522 gallons of the cleaning agent. When the bid is made for $1,821,214.39 for one year, then the net profit that is made in one year is $237,749.72

Early Years Foundation Stage Essay

1. What are the four stages of the Early Years Foundation Stage (EYFS) framework? The EYFS is a frame work setting standards that cover the care, development, learning of children from birth to the age of five. It was first established under the Childcare Act 2006. The new framework will come into force 1st Sept 1014, until then the current EYFS 2012 is statutory. There are four specific areas of the EYFS which are: A unique child, positive relationships, enabling environments and learning and development. These provide guidance on best practices and procedures and the framework is applicable to for all environments that support children from birth to 5. Some of these would be, maintained schools, non maintained school, independent schools, child minders, pre schools and nurseries. Exceptions to these would be if a child had a nanny, or parent toddler groups (where the parent is expected to stay with the child.) Within these four specific areas there are also 7 areas of learning and development. Children should mostly develop the 3 prime areas first. These are: Communication and language, physical development and personal and social and emotional development. As children grow these prime areas will help them to develop skills in 4 specific areas which are Literacy, Mathematics, Understanding of the world and expressive arts and design. Each of these stages (or steps) have guidance (goals) as to where the child should be at regarding their age and stage. These stages are fairly flexible allowing staff/parents to be able to monitor the progress of the child whilst maintaining and keeping in with the Childs own unique interests and needs. 1.The Unique Child Babies and children develop at different rates and ages. However all babies must develop skill 1 before they develop skill 2 and so on, an example would be a baby must first learn to crawl (in some form) before it will walk, or learn to make sounds before it talks. Links from body to brain are essential in early child development. Children are vulnerable and without love, care and nurture from parents and carers will not develop the necessary skills, emotions and resilience of a child who had this care and nurture. These early relationships with parents/carers are essential and can strongly influence how children develop socially and emotionally. Children develop communication skills at a very early stage. Babies learn to  cry, and this is the earliest form of communication, babies communicate through facial expression, they learn to smile by watching their parents /carers, learning through having frequent enjoyable contact. Making â€Å"baby,† noises, gurgling through to laughing. Babies and children also learn and develop through play helping to develop their physical, social and emotional, communication and cognitive skills. Recognizing that all people (Adults, babies and children,) have rights and must be treated fairly. This is irrespective of age, sex, ethnicity, race, wealth, disability etc. All children have an equal right to be listened to and valued within any child setting. It is important that all children receive the same amount of care and support within the setting to ensure their overall development. It is important to assess the needs of each individual child to ensure that the individual child can r each their full potential. All babies are vulnerable and rely on adults to keep them safe. To feel safe and secure in a childcare setting is paramount. Younger children can begin to learn about keeping themselves safe through conversations, poems and stories. This help to keep children resilient. It is also important that we teach children boundaries. Children will continue to test these boundaries, but though nurturing children and explaining rules and consequences as a positive constant, children feel safe and secure in their environments. They begin to learn what is acceptable and not acceptable in their various environments and the difference of right and wrong., This is also imperative when it comes to children making choices and assessing their own risk, helping to develop their physical and physiological well being. Children’s health and well being are effected by their genes and the environment in which they are brought up in. Children who have their emotional and physical needs and wants met in an accepting, loving and understanding environment are children whom develop confidence, are resilient and self assured. Children gain a sense of well being, it helps with social skills – they are able to make friends, communicate themselves in a self assured way, share and enjoy life. Teaching healthy eating habits, maintaining the children’s interest in the health of their own bodies, role modeling this and showing posters of healthy food and fruit are ways of promoting this to children giving them choices, encouraging them to be part of a group as they start to become more in control of their bodies. Giving children a safe, clean healthy  environment aids with their physical development ensuring adequate clothing and footwear, a stimulating environment and access to the outdoors and the stimulus that this provides. For babies and young children, sleep and rest is also an important factor to aid heath and well being, as development is rapid in the first 3 years of life. Positive Relationships Every interaction is based on a positive relationship. Children are able to function better and feel safe when they are in a positive, loving relationship with their family. This flows when they make their transition to the child care environment. By involving and accepting the child’s family and working as a team with the child and their family creates a positive environment in which the child can best adapt and develop. Through mutual support of family and practitioner, shows the child we are interested in their feelings, interests and abilities. Whilst still having a professional distance from families, being friendly towards family but not being in a friendship. A parent/practitioner partnership helps to develop systems which can help scaffold children’s individual efforts and independence. Positive communication with parents enable practice that creates stimulating relationships with both the child and the people involved in their family, creating the goal to which the child feels safe, valued and included, where differences are embraced. Enabling Environments ensure that all babies and children in an Early Years Setting have the correct resources to enable the need to develop and learn. Showing parents and carers that the environment meets their child’s individual needs helps to create a positive partnership between parents and professionals. We can do this be ensuring children have stimulating resources available to them, equipment that helps to develop both physical and cognitive development. Providing resources related to the children’s cultures, religions, communities, experiences and achievements. This also helps with practice relating to inclusion, whilst providing other children with learning opportunities they may not experience in their normal everyday life. All learning development outlines that children’s development and learning rate are different. This is especially true when supporting children with disabilities or special educational needs. This is when guidelines need to be followed and care plans are put into place. Children’s learning development needs to be planned for in an EYFS setting. Children must be given the opportunity to explore different subjects made to engage them in their age and stage of understanding, these should be enjoyable but at the same time challenging encouraging children to think critically when involved in their play. This is where Planning, Observation and Assessment cycles come into play. â€Å"Observation involves practitioners observing children to understand their level of achievement, interests and learning styles, and then to shape learning experiences for each child reflecting those observations.† Statutory Framework for the Early Years Foundation Stage – 2012 With children in an EYFS setting early observations are vital to determine how far a child is with their development. It is important to observe a child within the three prime areas. Through these primary observations assessments developed and individual educational plans can be put i nto place to ensure the childs specific needs are met. In order to gain a level of children’s development, we use development statements. These are a list of statements that outline the four stages ok the EYFS framework Including 7 areas of where a child should be in regards to their learning development. They are either working towards or have achieved the early learning goals. This is all age and stage related and helps determine any gaps in observations, as well as the child’s strengths and weaknesses. These EYFS assessments are continuously reviewed by the practitioner who discusses findings with the parent during the prime areas of development which are between the ages of 2 & 3 years. This is then reviewed at the end of the EYFS period which Government deem to be at age 5. During the observations and assessments of the prime areas there are also 4 specific areas that will develop as the child grows. These are literacy, mathematics, understanding the world and expressive arts and design, which are also age and stage related. 2 Summarise the psychological development theories outlined in this course. Sigmund Freud, Erik Erikson and Jean Piaget were all theorists who gave ideas regarding children’s development through their years, from developmental stages, cognitive/intellectual stages and milestones. Jean Piaget’s theory is that children develop through 4 stages. The Sensorimotor (0-2 yrs) This is where the child understands the world  through their primary reflexes, looking, sucking, feeling, then as the child develops so do the schemas, Piaget states that this is first found accidently by the child then done purposefully for enjoyment. As the child progresses they do things by trial and error as the child realizes actions have a reaction, for example picking up a rattle then moving it creates noise. Creating a noise may get attention from a care giver. This knowledge is moving from the actual action of movement and reaction to the actual cognitive thought process. Milestone Object Permanence The second stage Preoperational (2-7years) This is the stage where children develop language, and become adept at using symbols which may have many meanings. An example would be a cardboard box becomes a car, a television, a bed anything that the childs imagines it to be through ro le play. A child had not yet developed logic and has an outlook of self-importance. Milestone Egocentrism Stage Three is Concrete Operational (7-11 years) Children now begin to develop a greater understanding of concrete events, they are logical in their thinking but have difficulty when relating to hypothetical events or situations. They realize that their own thoughts and feelings may be different from others thoughts. Children become less egocentric and begin to understand that something may stay in the same quantity even though the appearance has changed. If two pieces of paper are the same length and one length has been scrunched up, children will assume the scrunched is shorter if the Milestone conservation has not been reached. Formal Operational (11+Years) Children begin the ability to think in an abstract manor. They are able to reason things in their heads and conclude possible outcomes. Children are able to think about thinks they may not have experienced and still be able to determine possible endings to scenarios. Milestone, manipulation of ideas. Sigmund Freud’s theories of psychosexual development, describes how personality develops during childhood through the â€Å"id†. This is the source of all psychic energy, making it the primary component of personality. The â€Å"id† is driven by the pleasure principle. Freud’s theory is based on five stages. Oral – (O-1 year) The primary source of a baby’s pleasure is through feeding, the interaction occurs through the mouth and the baby gains pleasure from the carers who is feeding the baby and develops a relationship of trust and comfort with the feeder. Milestone Feeding Anal Stage (1-3years) Freud believed the primary source of libido  was on controlling the bladder and bowel. When a child has developed this control over their body it is believed this sense of achievement and accomplishment leads to independence. Parents who praise positive outcomes lead children to feel capable and productive. Milestone Control over body Phallic Stage (3-6 years) Children develop feeling of jealousy. Freud suggested that boys become jealous of fathers affections towards their mothers. Children as a result of these feelings were also able to understand the fears of punishment. Milestone Jealousy Differences Latent (6 years-puberty) The early part of Latent is where children become interested in their peers, lasting meaningful relationships are formed, they become interested in hobbies and other interests, the later part of Latent is when children develop further relationships, social and communication skills and self confidence. Children tend to more actively pursue activities they are interested in. Milestone Interest in hobbies and others. Genital Stage (puberty-death)Freud suggests that in this last stage, the person develops a sexual interest in the opposite sex. This stage begins at puberty but remains with a person throughout life. Interests in the welfare others should now be established, Freud determined that once all stages have been met the individual should now be an all rounded well balanced individual. Milestone Sexual interests and a well balanced lifestyle. Erik Erikson also theorized upon personality, however, whereas Freud took a sexual approach, physcosexual, Erikson took the â€Å"ego† approach, psychosocial which was all about the â€Å"ego† of the human, rather than the â€Å"id† that Freud discussed. The â€Å"ego† was more about the role of society, culture and conflicts that took place within itself – the devil and angel on your shoulder. Stage 1 Trust vs Mistrust (0-18mth) Babies/young children begin to develop a sense of trust from their primary care givers, if the care is constant, then trust develops. If not then Erikson claimed the child will develop a mistrust even fear and will not have confidence in the world around them. Milestone Feeding Stage 2 Ear ly Childhood (2-3years)Autonomy vs Shame and Doubt. By this stage, children are walking, able to chose (toys, directions to walk in) becoming more independent and developing autonomy. The aim Erikson suggested, was to let the child attempt and try at risk, even though failure may be possible, Erikson said it was better to praise the child for its attempts. â€Å"They must not criticize the child for failures and accidents  (particularly when toilet raining.) The aim has to be â€Å"self control without a loss of self esteem.† (Gross 1993) Milestone toilet training. Stage 3 Preschool (3-5years) Initiative vs Guilt. Children become more social and are interested in developing games, interacting with one another, becoming more assertive. Children become more confident as they become involved more in play and lead others through this. During this time, other children may want to take control, or adults may â€Å"intervene† in some way, children then begin to feel inadequate which leads to a lacking in self initiative and feeling of guilt. Milestone Exploration Stage 4 School Age (6-11years)Industry vs Inferiority This is the most important time for anyone in the teaching profession. Children begin to develop coping skills, they are developing relationships with peers and begin to feel the need to win approval by developing specific competencies that are interesting and noted by society. Children take pride in their accomplishments and are keen to show all in their world their achievements. Erikson suggests at this point, if children are not commended, or no interest is taken by their peers, family or care givers, and criticism is offered instead of praise, then the child may begin to feel inferior and have doubt in their abilities. Some children may just stop being interested in a certain activity. Milestone – School Stage 5 (!2-18years) Identity vs Role Confusion. Erikson suggests this is the age where children/young adults begin to gain t two identities a greater sense of self identity/awareness. They begin to look forward, to plan their futures Erikson â€Å"suggests that two identities are involved: the sexual and the occupational.† McLeod, S.A. (2008.) Children who experience constant negativity and rebuke from peers, trusted professionals (teachers) and family members can lead to a lack in confidence, low self esteem, and failure. 3.. Analyse the factors which affect child development. The factors which play a central role in children’s learning support the transitional process from EYFS into Year 1. â€Å"The characteristics of effective learning run through and underpin all seven areas of learning and development, representing process rather than outcomes.† EYFS Profile Handbook. There are three key characteristics of effective learning. Playing and Exploring, Active Learning and Critical Thinking. These  descriptions need to have a brief description through means of ongoing observations, relevant photographs, discussions with parents and relevant adults and should take into account all relevant information from the setting. The HLTA should encourage children by supporting and encouraging a child’s natural curiosity (Playing and Exploring.) This can be achieved through role play sought from the children’s own interests. By having – creating an excited and well resourced role play area encourages children to engage in play they may not normally choose, and to mix with other children they wouldn’t normally play with. Through providing varied materials children can use imagination and construct their own equipment for use in their play. The HLTA encourages to play through using encouraging praise and being aware of all children engaged in the â€Å"game.† And by giving children a language to think about by maybe first initiating language/vocabulary relevant to the role play. An example would be a shop area HLTA would use vocab. such as cost, money, buy, shop, etc. introduce mathematics through numeracy words. To then reflect with children about their play encouraging them to â€Å"chat,† about what they did, ask questions how, why, where, encourage children to think about what else they could do, improve on, get rid of – what’s good and what’s not, all helps the HLTA support children by trying different strategies, practice problem solving skills, through encouraging praise. We are then able to revisit the role play area, giving children time to explore the area, thinking about what they’ve discussed, encouraging other children to contribute. To encourage children to think critically is to support children in the development of their own ideas, develop their problem solving skills and develop their methodical approach to achieve an outcome. A HLTA could introduce a maths activity to support this. I would set up conversa tions regarding the resources such as weighing scales, and various sized and shaped parcels, some the same size but have a noticeable change in weight. We would have discussions firstly introducing language, heavier ,lighter, large, small, equal, balance. By asking children to chose a parcel they â€Å"think† is heavy (most will pick the largest) and compare that to another parcel introduces different ideas that biggest isn’t always heaviest. Children will enjoy investigating and figuring out. Asking children to compare weight in their hands and through use of the scales will encourage children to think through  the issue, through conversation and discussing mistakes children will able to see visual when using the weiing scales which parcel was actually heavier, asking other children to comment feedback and to â€Å"have a go.† And by supporting and respecting a childs efforts and thinking of new ideas i.e. how can we make it heavier on this side?†¦ I think that be introducing activities encourages children in active learning. It involves being calm at all times and to be able to calm children who may become over excited. Through constructive praise of their progress, achievements and failures. Helping children set new and different goals, encouraging children to watch and learn from other children through praise and encouragement. Teaching children to reflect upon their play, encouraging children to return to games, areas, activities that they may not have accessed for a while. Give children time to explore the activities and allow them to contribute. Through taking photographs of children engaged in an activity, and by returning to discuss the pictures at a later date, reminds the child and encourages them to think and recollect their experiences. Displaying these photos and giving them the child’s voice on either setting walls, or learning journals encourages children to contribute to their environment.

Barn Burning And Aandp Rite Of Passage

Journeies By Young Men Essay, Research Paper Rite of Passage: Journeies by Young Men The glorification of the state rests in the character of her work forces. And character comes from boyhood. Therefore every male child is a challenge to his seniors. Herbert Hoover Obtaining rite of transition can take topographic point anyplace from childhood upward into the mid-twentiess or even mid-thirtiess, but is most normally under-taken in the late adolescent old ages. In the short narratives A A ; P by John Updike, and Barn Burning by William Faulkner, the elements of inflexible societal systems, grownup regulations and authorization illustrates how a twosome of immature work forces make their grade on society by traveling against the grain in order to gain their rite of transition. Updike s narrative takes topographic point in a food market shop located in the centre of a really conservative New England community. Much like the little town, the A A ; P food market shop observes inflexible societal systems such as proper shopping etiquette and appropriate frock codification. The normal clients, houseslaves and sheep as referred to by Sammy, baulk at the audaciousness of the immature misss entire neglect for proper frock codification and normal traffic flow of the aisles. Sammy, on the other manus, is enamored by the immature misss and sees nil incorrect with their apparels, even though he understands their pick of vesture is non appropriate harmonizing to shop policy. Furthermore, Sammy is amused and entertained by the misss jokes of resiling around the shop like pinballs. Ultimately, Sammy s broad point of view on the state of affairs leads to his determination to support both his and the misss beliefs by symbolically flinging his compulsory garb of waistcoat and bow tie. Sammy realizes that he feels so strongly about the state of affairs that he sacrifices his occupation in order to turn out his point and back up his beliefs. In making so he inquiries adult regulations and authorization by standing up to Lengal and saying, I quit, and You didn Ts have to abash them. Lengal, as an older solid citizen and figure of authorization, lectures Sammy on his error after he retorts, It was they who were abashing us. Lengal so finds it prudent to affect other authorization figures in Sammy s life by saying, Sammy, you don t privation to make this to your Mom and Dad with an extra kicker of You ll experience this for the remainder of your life. Sammy knows that both statements from Lengal are true ; nevertheless he feels it necessary to transport out what he has started. At this point Sammy merely turns off from Lengal and saunters outdoors. Faulkner s narrative takes topographic point in early twentieth century deep South. The Snopes are forced to travel invariably due to Abner s refusal to collaborate with society. In consequence, Abner has isolated his household and enforces their obedient following by ordaining rigorous subject and expects them to transport out his every want and demand. At the first mark of incompliance Abner is speedy to impart a stiff manus of rectification to the faulting household member. Unfortunately, the lone household member that falls into this class is the 10 twelvemonth old Sarty. Sarty urgently wants to delight his male parent ; nevertheless he finds himself in a predicament between bash ing what he believes is morally right and his sensed duty to be loyal to his male parent. In the test against his male parent for the burned barn, Sarty is faced with taking trueness to his male parent or stating the truth as he believes. Sarty s ideas during the test are reflected our enemy he thought in that desperation ; ourn! Mine and hisn both! He s my male parent! [ sic ] Abner has evidently prepared his boy before the test. Sarty is fighting to convert himself that his male parent s side is right. However, at this point, he decides to side with his male parent even though he sees the wrong in making so. He aims for me to lie. [ a ] neodymium I will hold to make hit. [ sic ] Sarty can t travel against his male parent and face the evident wrath that will follow. After the test and half manner through another move, Abner has a talk with his boy and provinces You were repairing to state them. You would hold told him. Your acquiring to be a adult male. You got to larn. You got to l arn to lodge to your ain blood or you ain t traveling to hold any blood to lodge to you. As the narrative progresses, Abner is about to ship on yet another barn-burning incident. He is fixing to go forth his house and orders his married woman to keep onto Sarty. Abner is fearful that Sarty will follow him and alarm the proprietors. Sarty, desperate to halt his male parent, conveys his feelings Ain T you traveling to even direct a nigga? He cried. At least you sent a nigga before! Abner contemplates binding him up but settees for his married woman keeping on to him. Finally, Sarty interruptions free from his female parents grasp and hastes to alarm the new victims. Sarty has eventually decided to stand up for what he believes to be right and merely. After he notifies DeSpain he bolts from the house and continues running off from the scene. He hears a shooting followed by two more ; he stops running long plenty to shout Pap! Pap! He resumes running, inadvertently, and decides to run as far off as he can while he sobs Father! Father! In both narratives the immature work forces recognize the exact point where they have eventually made a scruples determination to stay by their ain beliefs and ethical motives, therefore obtaining their single topographic point in society for better or worse. With Sammy go forthing the A A ; P and looking back in, he sees Lengal in his old topographic point look intoing through the sheep. His tummy falls as he imagines how difficult the universe will be to him hereinafter. Likewise, Sarty eventually tires from running and sits to reflect on what had merely taken topographic point and realizes the magnitude of his actions and knows he can neer return. Sarty thinks about the difficult life in the hereafter in front but can t aid feeling relieved for interrupting the ironss of bondage that were emplaced on him by his male parent. The delicate dance from childhood to manhood is undertaken and seen in all civilizations and walks of life. Some passages are of greater magnitude than others. But, all transmutations stem from a scruples determination to do a base on what is believed to be of import and right. In both illustrations the immature work forces have rebelled against the inflexible societal systems that surrounded them thereby gaining their rite of transition into manhood. The lone autocrat I accept in this universe is the still voice within. Mahatma Gandhi

Speech to inform Outline Rubric Essay Example | Topics and Well Written Essays - 750 words

Speech to inform Outline Rubric - Essay Example . I tend to behave differently when I visit my parents’ households. In my opinion maintaining one’s culture is a crucial part of life, it sort of gives any individual an identity unique from others. In my family, my mother is African while my Father is from Saudi Arabia. This definitely makes me multiracial. Nonetheless, I tend to be more with my father’s culture since we reside with them and I have stayed with them longer than my mother’s family. The discourses can be diverse but at some point similar in terms of values. Following all these, I also have been affected in school since I come from different races. I will therefore take you through my experiences from both cultures for a better understanding of their discourse. I will explain the similarities as well as differences between the two, and the impact they both have had in my life especially when I was growing up. Transition: Despite the many differences with the two discourse cultures, they share a number of similar values which in my opinion make them compatible to intermarry, as my parents did. Here are some of the similarities. Transition: As I have explained, Discourse culture basically brings out the difference in the culture of communities. My Saudi Arabian and African discourses have their differences and similarities also they have had some negative effects on me. It is my hope that through my multiracial identity you now comprehend what discourse culture is. The two cultures are different in some way especially when visiting other people but have similarities. Respect for family unity is a similar in both of my races. I have been discriminated but have survived it all since I love both my mother and father so dearly. My challenge to all of you is to stop racism, if anyone of you still believes in discrimination upon race then this is a reason on why you should see the world and the people in it differently. We cannot all be the same and

Economic Effects of Higher Oil Prices Upon U.S. Households Research Paper

Economic Effects of Higher Oil Prices Upon U.S. Households - Research Paper Example dollar spent, ultimately passing the savings on to consumers. Likewise, when the value of the dollar is low against foreign currencies, something that can happen with sinking interest rates, U.S. dollars buy less oil than before. This, of course, can contribute to oil becoming costlier to the U.S., which consumes 25% of the world's oil (Are oil prices and interest rates correlated?) At the same time some people believe that oil price rise may decrease the automobile use and the decreased automobile use may decrease the demand for oil. In such circumstances, the oil producers may force to decrease the prices of oil. However, the above argument seems to be illogical since oil is a nonrenewable energy source. Oil producing countries definitely know that people cannot avoid the use of their own vehicles for a long time and they will be forced to use it again in the future when they realize that the alternate options are inconvenient. In fact oil companies produces more oil when the oil p rices increases and they produce less when the oil prices come down. They know very well that they will get higher prices in future because of the absence of other feasible energy sources. Dollar value fluctuates heavily in the global market because of the fluctuation in oil prices. "As the dollar declines in value, so does the price of oil in non-dollar terms," said Michael Woolfolk, senior currency strategist at the Bank of New York Mellon. "Consequently, foreigners bid up the price of oil and other dollar-denominated commodities. The result is that the price of crude oil and other commodities rise in dollar terms as the dollar falls in value against other currencies" (Twaronite) Since United States is a superpower and one of the most advanced countries in... As the essay declares people believe that oil price rise may decrease the automobile use and the decreased automobile use may decrease the demand for oil. In such circumstances, the oil producers may force to decrease the prices of oil. However, the above argument seems to be illogical since oil is a nonrenewable energy source. Oil producing countries definitely know that people cannot avoid the use of their own vehicles for a long time and they will be forced to use it again in the future when they realize that the alternate options are inconvenient. In fact oil companies produces more oil when the oil prices increases and they produce less when the oil prices come down. They know very well that they will get higher prices in future because of the absence of other feasible energy sources. Dollar value fluctuates heavily in the global market because of the fluctuation in oil prices. According to the research findings since United States is a superpower and one of the most advanced countries in the world, most of the other countries in the world are currently associated with America in one way or other. American technology is essential for many of the other countries and there are many items exported from America to other countries. On the other hand, America’s dependence on other countries is small and therefore the bargaining power of America would be more than that of other countries.