Huckleberry Finn: A Free Spirit Essay -- essays research papers

Huckleberry Finn A expel SpiritHuckleberry Finn is not an escapist, but a free spirit who still wants to live deeply disentangled from the bonds of society. An escapist is someone who flees from his/her responsibilities, while a free spirit is a person who knows no boundaries, and cannot be meek by society. It may appear at first that Huck is an escapist, for he enjoys not having to go to school when living with his start. He escapes from the cabin and his fathers abuse however, he escapes from his fathers cabin place of the necessity of survival, not because he didnt want to accept responsibilities. even off though Huck did enjoy search and relaxing in the lie during his stay with Pap, it wasnt the responsibility that he was escaping, but the rules that society had impose on him. Huck didnt chief learning new things and world knowledgeable, but he did not like to get dressed up, to score to go to school, to be well behaved and polite, and to learn good manners. I was so ma of lazy and jolly, laying off comfortable all day, smoking and fishingand my clothes got to be all rags and dirt, and I didnt see how Id ever got to like it so well at the widows where you had to washout and eat regularIt was pretty good times up in the woods there, take it all around. (p. 31) Living in the woods is harder work, having to fancy food and build fires to stay warm, but Huck doesnt mind work as long as he can do it how he wants to. Huck is always going against society and cannot liv...

Communication issues Essay

There atomic number 18 a number of vanes that offered right-hand(a) harvests but they failed miserably because they were not qualified to sell ample of their crops or services. Too often we see that so many promising airlines close because they wer not able to sell enough tickets and control costs and so on. The involvement is that foodstuffing and indeed stigmatisation is dep abrogateent on the style customers perceive a particular product. It is so critical for companies to ensure initiatoryly that the full depicted object is sent to the customers and second at the end of it all the center does reach without too ofttimes noise and disturbances.There argon hundreds of thousands of brands that are being advertised on television and print media and therefore it is so big that companies are microscopic with their message such that the message is across to the customers and they retain it from an option of close an infinite list of brands. This is precisely why we hav e stressed the deprivation to brand products in such a way that only bingle main distinguishing factor is higlighted in the promotional excite. This is extremely crucial because it allows customers to easy understand and retain the message of the companys brand.Another thing that is related to this concept is the use of appropriate media while sending the message to the customers. Certain time slots in the television medium are costly compared to others because of the viewership and other factors these are the things that campaign managers must identify and address. Target audition must be the ones who should watch the adverts atleast otherwise the whole cost could go to waste. What we have discussed in the communication issues heading is that firms need to address sealed brand specific issues to avoid mal-function of the whole advertising campaign.Without enough ammo that is directed at the right target market firms will end up with a disadvantaged cost benefit analysis. A dvertisement campaigns must fulfill their key goal that is getting the desired message to the right audience group. Conclusion It is of critical importance that the right message is first identified and hence send to the customer using which ever media that scoop out suits the audiences. It top executive sound a difficult task but many small and large companies have been able to establish powerful brand names across the globe.Some of the most important things that we think are crucial to success of a brand campaign include equal market research without adequate market research and analysis it is actually difficult to know what the customers think and which places do they look at when they demand to buy new clothing lines. Another important factor is the way the brand distinguishes itself from other similar brands this can be done by means of originality of the thought process and getting the basic original idea of the product to the customers.Secondly the pricing and packagin g of the product must be accord to the image that has been portrayed through advertisements and other campaigns. There is also a case for companies to target market costumers through placing the product just at the right place. This not only increases credibility but it also strenghtens the market position of the brand and the company. We must also understand that sometimes its important to factor in the initial response of the crowd about the product this attitude of constant improvement can help the company withstand its brands healthy and robust.It is of critical importance for firms to avoid disturbances that might impede the message that they want their customers to receive. An important step is to first clean out and simplify the message and secondly look to develop a platform which attracts attention. For pattern television adverts of Vodafone are so well choreographed that they attract the customers attention and then they tell the message in stories and other forms.This is a very good strategy to avoid any noise and disturbance from other advertisements that might be playing side by side. The Vodafone television advertisement campaign is a prime example of how firms can make an impression in the minds of the consumer for a long lasting time. Ultimately its the costumer nursing home that will determine the result of the branding drive and whether it would be prosperous or not. The brand must be focused on a particular strength and acceptable demand of the costumers.BibliographyBud, Richard, 2003. Interdisciplinary approaches to human communication. movement Publishers. OPCUK, n. d. Examples of internal communication approaches, viewed February 6, 2010 < http//www. opcuk. com/downloads/examples_of_internal_communication_approaches. pdf> stigmatisation Strategy Insider, 2010. Why a marqueing Strategy Blog? Viewed February 9, 2010 < http//www. brandingstrategyinsider. com/> Brand Identity Guru, n. d. Brand Strategy, viewed February 8, 2010 < http//www. brandidentityguru. com/brand_strategy.htm> About. com, 2010.Developing Your Brand Strategy, viewed February 8, 2010 < http//marketing. about. com/od/brandstrategy/tp/brandstrategydev. htm> Gelder, Sicco, 2005. Global Brand Strategy Unlocking Brand Potential across Countries, Cultures and Markets. Kogan PageLimited Keller, Lewi, Keller, 2008 Strategic brand management building, measuring and managing. Mission Statements. com, n. d. Fortune 500, viewed February 7, 2010 < http//www. missionstatements. com/fortune_500_mission_statements. hypertext markup language>.

Goals Paper Essay

My due south long-run goal is an faculty member goal. My donnish goal is to graduate from the University of aboriginal Florida with a bachelors degree in other(a) childhood Education. This academic goal of mine is very important to me because I ask to be a teacher. I rescue always wanted to contract a teacher since I was a young girl precisely I foolishly did not pursue my stargaze. I am forthwith at a prime in my life where I have a go at it that tomorrow is not promised. Therefore, I have decided to pursue my dream of go a teacher and testament not each(prenominal)ow myself to organize off that path.My third long goal is biography orientated. This long-term c atomic number 18er goal is to simply become an legal main(a) teacher. By becoming an trenchant elementary teacher, I allow be able to bring out a validating difference in the lives of my students. I know firsthand the importance of an effectual teacher because I experienced what one was like. That somebody was my fifth grade teacher and she made such a positive difference in my life at that period. I want to be able to do the same and so that is why becoming an effective elementary teacher is my long-term career goal.Now that I have identified my ternary long-term goals I forget now debate how I testament accomplish these goals. In order for me to achieve my own(prenominal) long-term goal of becoming a homeowner, I have piece a short and an talk terms goal. My short-term goal which will garter lead me to becoming a homeowner is finding a job, because I am currently unemployed. The only income I have at this sentence is from my husbands full-time job. His income alone lotnot qualify us for a mortgage loan. Therefore, I in feed to consistently look for drill on a weekly basis. Although this short-term goal may seem to be an easy one, it is not.The reason it is not is due to the fact that there are a lot of people currently unemployed whom are expression for work themselves. This has a negative effect on me because it makes my chances of finding a job much harder. However, I am determined to find a job no matter how numerous diligences it may take. I will make sure that I attach a borrow and will make follow-up calls to each of the employers that I have submitted an employment application to. I will also keep a positive emplacement on my pursuit for employment so that nothing sabotages my short-term goal.With that said, having a job is not the only thing that is necessary for me to achieve my long-term personal goal. I will also need to have some money salvage to put down towards the purchase price of a home. Therefore, I have order an negociate goal to have saved at least devil percent of $195,000 dollars within the next two and a half years by putting $130 dollars per month into a savings account. I am confident that I back tooth achieve my personal long-term goal as long as I adhere to the short-term and mean(a) goals that I ha ve indicated above.As for my long-term academic goal to achieve a bachelors degree in Early Childhood Education, I have set a short-term and an intermediate goal that will attend to me in obtaining it. My short-term goal consists of two parts. The first part is to take a minimum of four runways, per semester, that are required for the type of degree I am seeking. The second part is to maintain a grade point average of 3. 0 or higher. In order for me to meet these short-term goals I will make sure that I follow the cultivation catalog which out disembowels all the courses I need to complete and I will make sure that I consistently keep up with all assignments.I will also keep myself organized and maintain a positive attitude in every course that I take. My intermediate goal is to earn my associates degree at Valencia by the year 2012. I know that I can accomplish this intermediate goal as long as I adhere to my short-term goal give tongue to above. Now this may sound like an easy thing to do but in reality there are always challenges that can arise and put a damper on things. One of the challenges that I face in meeting my short-term goal is procrastination. I tend to procrastinate when it comes to studying and completing assignments that I find to be challenging.This course has already taught me the importance to stop procrastinating and to study. I devise to utilize the information from our course to stop the cycle of procrastination and to study in an effective manner. I also intend to consistently reaffirm my long-term academic goal so that it will motivate me to keep in line with my short-term and intermediate goals. Lastly for my long-term career goal, which is to be an effective elementary teacher, I have set a short-term and an intermediate goal. My short-term goal is to get hired as an elementary teacher shortly after obtaining my bachelors degree in Early Childhood Education.In order for that to happen, I will submit employment applications at se veral elementary schools for a teacher position. I will also make sure that I provide a resume along with my portfolio to all of the schools that I have submitted an employment application to. My intermediate goal that I have set which will assist me in becoming an effective elementary teacher consists of developing professionally on a personal level and on a career level. at once I am employed as an elementary teacher, I plan to attend workshops that will improve my skills as a teacher so that I can apply such skills in the classroom.In time I know that I can be an effective elementary teacher because I have a passion to teach and chouse being around children. In summary, I have a long-term personal goal to own a home, a long-term academic goal to earn a bachelors degree, and a long-term career goal to become an effective elementary teacher. All ternion of my long-term goals are very important to me and in essence builds and/or relies on the other. In order for me to accomplish my three long-term goals, I have set S-M-A-R-T short-term and intermediate goals for each.I also study that I will be able to achieve all three long-term goals because of Valencia. One of the reasons why Valencia will assist me in orbit my goals is simply due to the fact that this community college is very affordable. Also, this community college has many wonderful professors that are dedicated in guiding students successfully on their career paths. Valencia Community College also has many resources available to me that will assist me in obtaining my associates degree and will prepare me with the skills necessary to be a successful student at UCF.

Choose one case study and write an academic essay Essay

die A = Identify the educational involve of the naval division/ provision group. flow aside these educational necessitate as the foot (headings) for outlining schoolroom practice, including strategies, in lay to accommodate the diverse discipline needs of the entire programme/training group. Strategies ar to be of a detailed, practical and realistic nature. PART B = Name the Education Queensland (or applicable educational body) policies, frameworks, statements and directives that maneuver afford implications for this class/training group (include website wrap up). Note how these policies willing congest your planning that you sire written about in part A.Due Date twentieth January, 2014 hunt EducationSpecialization aboriginal ChildhoodLecturer/Course Examiner Noah MbanoWord Count 2380This assignment will identify and address the educational needs present in the early sm each fryhood result study. The educational needs being addressed will be the fanny for we ar A, which ar, English as a second language (ESL), pagan diversity, amicable skills, intellectual disabilities and doings management. Pedagogical practices and strategies will be suggested to endure for the diverse nurture needs of all s foolrren attending the service. The focus will be on the spoken communication of breeding opportunities, according to need, to maximise scholars culture capacity and not to label the children. sort B will jut the pedagogical response and planning ideas outlined in Part A, by the relevant policies, frameworks, statements and directives from Educational government bodies that implicate the service.PART AEnglish as a Second Language (ESL)/ethnical diversityThe illustration study states that the means has a hail of children with different pagan backgrounds. The prototypal educational need relates to ESL and cultural diversity. Educators must respect the diverse cultural backgrounds and ensure equity, so children develop associa tionable and confident self-identities (DEEWR, 2009). A compulsive backbone of self is fostered when children are supported in their environment to experience safe, secure and supported (DEEWR, 2009). archaean childhood educators should support students for whom English is a second language to develop their English language skills, empowering them to communicate and bind within their new environment. From the start of their enrolment, students and their families should be welcomed and aroma a sentience of belonging at the service.The centres philosophy should be ground on an consciousness that parents should be severalized as the childs first and most influential educator, whilst supporting the internal Child carry on Accreditation Councils quality area devil Partnerships with families (NCAC, 2005). In practice it has been found that, to support a smooth transition parents and child should be advocated to imbibe a settling in period, which can be used to allocate know ledge about the center its plan and cultural background. Educators should throw this teaching verbally as well as in a written form. During the settling-in period the child has the chance to meet new friends and to rick more familiar in their new environment, whilst in the comfort of their parents. register strategies are to understand, support the child, his/her families and caregivers and to differentiate your program to support all cultures.Educators should attain an apprehension of various(prenominal) culture including norms, value, beliefs, languages, traditions, behaviours, symbols, activities, achievement, and possessions (Ashman & vitamin A Elkins, 2012). Educators can familiarised themselves with the families beliefs and values by providing the parents with English-language programs or translators, dish outing by collaborating and giving continuing support. victimisation these strategies to encourage family participation within the centre will support cultural div ersity and an understanding of the world we live in. Example of this would be celebrating cultural days, such as Naidoc week within the Aboriginal culture.Workers in the manufacture report that ways in showing a cultural understanding is to ask families to bring in family photos for display, to provide familiar words from their autochthonic language or invite them to talk about their culture or function a special dish are other possibilities. This will help ease the child into the classroom environment. To support the child, strategies such as simplifying language, making instructions clear, breaking down the steps, providing multiple technology devices of chat and observations to recognise confidence could be used. Have classroom routines and unvarying expectations to help the child understand what they are expected to do. Educators should ensure individual expectations are clear and unders besidesd by children to reduce frustration and barriers from being organize (Ashma n & Elkins, 2012). Social SkillsThe second educational need is the inclusion of fond skills. Educators feel the responsibility to provide a welcoming and safe environment, where children feel accepted and part of a group. Through social interactions children can share knowledge and develop confident self-identities (DEEWR, 2009). Educators should identify each students positive characteristics then use them to establish an understanding of interests to keep them engaged. This helps break towards an inclusive environment. An inclusive classroom should provide a safe, on the table learning environment where all students have sufficient support to achieve outcomes consistent with their capabilities, become willing to take risks, and construct knowledge that is personally relevant and meaningful. Differentiating the program experiences and assessment by taking on an individualized woo aims to promote success and self-esteem (Ashman & Elkins, 2012).It cannot be assumed that s ocial inclusion will occur automatically to new students (Ashman & Elkins, 2012). Strategies to encourage social inclusion are to ensure all students are industriously involved in the organisation of the classroom the educator thus needs to build a positive relationship with the student, providing opportunities for social interaction in group work, games and activities. Educators are qualified enough to support students friendships and ensure that their classroom is socially responsive. Following up on these aspects should be done speedily with regular observation and review on progression in social skills from the child. Through anecdotal present, documenting these observations have shown to support the reflection process and avail in justifying and preparing plans for the childs individual needs, interests, strengths and weaknesses (Churchill et al, 2013).Intellectual damageThe ordinal educational need is the inclusion of children with intellectual disabilities. All s chools aspire to have collaborative, school-based terms that are organised to develop supportive networks for students, including the intellectually disabled. Educators should recognise strengths and capabilities and not make assumptions about the students ability based on their symptomatic label. Reasonable steps should be taken to ensure students with disabilities are accustomed multiple means for participating in learning. These would involve learning through and through multiple, examples, media and formats, choice of context and tools, opportunities for demonstration and level of challenges. Give students plenty of options for emiting what they know, and provide models, feedback and support for their different levels of proficiency (CAST, 2012).Multiple strategies can be maneuver by the principles from the Universal Design for learning, which is a framework that shifts educators understanding of learner differences. It challenges them to rethink the nature of curriculum mate rials and endow them with the inherent flexibleness necessary to serve diverse learning needs (W remedy, 2006, as cited in Module 4, 2014). Strategies that also facilitate this include, varying the type of activities or the order of instruction, providing additional human and technical imaginations, giving extra support, modifying the ways in which the student will respond, or changing the classroom environment. These variations should be knowing in such a way that the student with a disability is able to participate in the learning experiences on the selfsame(prenominal) basis as a student without a disability, and without experiencing discrimination. There is anecdotal evidence that contemporary approaches to intellectual disability emphasise equal access, participation, and recognition that a persons level of functioning will improve if appropriate, individualise and supports are provided.Behaviour managementThe fourth educational need is behaviour management. Before consideri ng specific learning issues, there are a number of factors outside of the school that influence school behaviour issues family, socio-economics, culture, religion and travel and socio-political factors. Educators should agree that it is distinguished to establish a cohesive understanding of socio-culturally pleasing behaviours when addressing behaviour management. Strategies to encourage positive behaviour rely on a pedagogical approach that sees the educator making adaptations, so the students can work effectively. In practice is has been found that students with behaviour problems often learn vanquish when tactile and kinaesthetic strategies are presented. According to Early Childhood Australia (2013) the two main reasons misbehaviour usually occurs is when, children are expressing their feelings and children who have not in time learnt how to do what is expected.Strategies aimed at preventing misbehaviour include setting clear limits with introduce from the children and tea ching the children what behaviour is appropriate and what is not (Early Childhood Australia, 2013). A life-sustaining aspect of maintaining students with behaviour problems in an inclusive classroom is the recognition of the learning difficulties that students face (Mooney, Epstein, Reid, and Nelson, 2003, as cited in Ashman & Elkins, 2012). One of the most in-chief(postnominal) strategies for any teacher is to be a role model and to ca-ca a supportive and welcoming classroom. This will encourage all students to stomach and work to stoolher more inclusively. To encourage appropriate behaviour, staff to child ratios should be obeyed at all times. This will ensure adequate care is been given to each child. Routines to be followed, keeping mealtimes regular and not too late, as some children will be hungry and this can lead to misbehaviour due to irritability.This can be changed by being responsive, flexible and adopting an individualised approach to routines. However sometimes circumstances change all at once and this can result in routines been disturbed, for example, changes at home and the circumstances poignant behaviour is out of your control. The main idea is to facilitate individuals in growing his or her authentic self, through fostering students knowledge in a number of different genres, within a school, family or social environment. As a result of the diverse economic, social, spiritual, cultural, and political realities of our individual lives, a single aim of education wouldnt suit everyones needs. Therefore we need to create opportunities that will lead a student to their own success, a success defined by the individual. After all research has shown that the way children learn, is as unique as their fingerprints (CAST, 2012).Including students with educational learning needs in the regular classroom will provide the children with opportunities to interact with more able peers. By interacting in small groups, students learn to attend t o what others have to say, understand that they whitethorn have different perspectives, share information and ideas and express different points of view in socially acceptable ways. Although it may appear that time and considerable organisation is focused on children with educational needs, it will have a positive impact on the delivery of the curriculum. The strategies outlined can be used not only for the child in need but all other children in the class will benefit from the additional strategies that will in turn provide for the multiple ways of learning throughout the class.PART BThe Early Years Learning fabric (EYLF) is Australias first national framework, which forms an important written guideline for the unity of care and practices ensuring all children involved in early childhood education settings experience quality teaching (AGDEEWR, 2009). The EYLFs curriculum supports childrens learning from birth to five years of age, as well as their transition to school. Part A men tions strategies that relate to the EYLFs curriculum The Being, Becoming and Belonging The Early Years Learning Framework is the document used in all operate implementing the bailiwick type Standard. It consists of a set of principals, practices and outcomes that advise educators that children have a strong sentiency of identity, children are connected with and contribute to their world, children have a strong sense of wellbeing, children are confident and involved learners and children are effective communicators.Strategies suggested in Part A directly relate to these outcomes from the EYLF by advocating play-based learning while recognising the sizeableness of communication, language, social and emotional development (ACECQA, 2009). All elements are fundamental to curriculum making decisions and pedagogy in an early childhood setting. The National grapheme Framework (NQF) is a tool to assist childcare providers to improve their services in the areas that impact on a chil ds development and empower families to make informed choices about which service is lift out for their child. The NQF has umpteen implications for the centre, including a national legislative framework that consists of the Education and Care go National integrity and Education and Care Services National regulations, a National Quality Standard (NQS), an assessment and rating system, a regulatory authority and ACECQA. The Guide to the National Quality Framework directs centres in implementing the framework.The National Quality Standard is responsible for administering, including approving, monitoring, and quality assessing and rating. Services are assessed and rated against the heptad Quality Areas this ensures the organisation and its educators are meeting the standards and providing high-quality educational programs. The Seven Quality Areas that relate to all practices outlined in Part A, are Educational program and practice, Childrens health and safety, Physical environment, collaborative partnerships with families and communities, Staffing arrangements, Relationships with children, Leadership and service management. Education and Care Services National Law (Queensland) Act 2011 outlines the legislation that has implications for the service. It outlines regulations regarding inclusion and provisions.The National law establishes the ACECQA, which is responsible for ensuring that the NQF that is utilise consistently across all states and territories. The Child Care Regulation 2003 directs policies and outlines the rule-governed standards that implicate the service. These regulations implicate all practices and strategies outlined in Part A, by providing a directive for compliance. The United Nations Convention on the Rights of the Child (UNCRC) sets out rights in 54 Articles and is guided by four fundamental principles. The articles are about how adults and governments should work together to make sure that all children get all their rights. The four fun damental principles are, non-discrimination, the best interests of the child, survival, development and protection and participation. These protocols have implications for the service with its outline of the basic human rights that children everywhere have. This is put in place to ensure that services are meeting the basic needs of children, to help them reach their fullest potential.Many of the rights support planning strategies outlined in part A including the right to his or her own name and identity, the right to an education, the right to be protected from abuse or exploitation, the right to express their opinions and have these listened to and, where appropriate, acted upon and the right to play and enjoy culture and art in safety (UNICEF, 2012). The Disabilities Discrimination Act (DDA) education standards outline the obligations to assist muckle with a disability under the DDA. The DDA therefore has direct implications for the service when provide for children with disa bilities to ensure their right to participate in educational courses and programs on the same basis as students without disability. This means a person with disability should have access to the same opportunities and choices in their education that are available to a person without disability.These policies support the planning and implementation of differentiated learning, assessment, accommodations, adjustments, re- figing and the universal design for learning. Melbourne Declaration outlines a commitment to working to support the development and fortify of early childhood education, to provide every child with the opportunity for the best start in life and there for has implications for the service. The Commitment to Action supports the planning for part A in such areas as developing stronger partnerships and modify early childhood education, advocating services to work towards smooth transitions into schools, providing parents, carers and families with information regarding equ ity and supporting young Australians to become successful learners, confident and creative individuals and active and informed citizens (MCEECDYA, 2008).ReferencesAshman, A., & Elkins, J. (Eds.). (2012). Education for Inclusion and Diversity (4th ed.). Frenchs Forest, NSW Pearson AustraliaAustralian Childrens Education & Care Quality Authority (ACECQA). (2011). Guide to the National Quality Framework. Retrieved from http//acecqa.gov.au/storage/1%20Guide%20to%20the%20NQF.pdfAustralian Government Department of Education, manipulation and Workplace Relations (DEEWR) for the council of Australian Governments (2009). Being Belonging Becoming The Early Years Learning Framework for Australia. Canberra, ACT DEEWR.CAST,inc. (2012, May 3). National centre on Universal Design for Learning UDL at a discern Video file. Video posted to http//www.udlcenter.org/resource_library/videos/udlcenter/udlvideo0Churchill, Rick. (2nd Ed.). (2013). Teaching making a difference. Milton Qld John Wiley & Sons Australia, Ltd.Early Childhood Australia. (2013). Managing challenging behaviour. Retrieved from http//www.earlychildhoodaustralia.org.au/learning_and_teaching/childrens_behaviour/managing_challenging_behaviour.htmlMinisterial Council on Education, Employment, Training and young person Affairs. (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from http//www.mceecdya.edu.au/ life force/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdfMinisterial Council on Education, Employment, Training and Youth Affairs, MCEETYA (2003). A National Framework for Professional Standards for Teaching. Retrieved January 2, 2014, from source. http//www.curriculum.edu.au/verve/_resources/national_framework_file.pdModule 4 Differentiating the curriculum and universal design principles. (2014). Retrieved January 2, 2014, from http//usqstudydesk.usq.edu.au/m2/mod/resource/view.php?id=167984National Childcare Accreditation Council . (2005). Quality Improvement and Accreditation System Quality Practices Guide. Retrieved from http//www.ncac.gov.au/resources/qias_qpg.pdfQueensland Government. (2012). baulk Discrimination Act 1992. Retrieved from http//www.comlaw.gov.au/Details/C2013C00022Unicef. (2012). Convention on the Rights of the Child. Retrieved fromhttp//www.unicef.org/crc/

Uneasy Homecoming

In the short story Uneasy Homecoming write by Will F Jenkings, Connie is the first character introduced in the story, and is the fighter the antagonist in the short story is Mrs. Wilson and Mrs. Wilsons son. After we are introduced to the characters we are then led into the setting, Connie was being driven kin by a taxi as, The red, dying sun cast long shadows across the road (pg. 83), this created a picture that the sun was setting.During this cab ride home from her two week vacation, Connie feels uneasiness and dread, which help us understand the sensory system and atmosphere of the short story. Initiating Incident The event that begins the conflict is when Connie called Mrs. Wilson for comfort, and Mrs. Wilson ask her if her base was all right, and that it was dreadful here, in that respect have been a series of burglaries in the town and somehow the burglary know where Mr. saddler kept his days expediency from his shop. Connie had a wired feeling about this and being alo ne, but she didnt follow it because she thought it was meaningless.Rising Action Three things that are rising carry out is when Connie finds some cigarettes buts on the rug in Toms room and starts to panic a bit, then she finds a lump in the bed not subtle what it is she starts to walk away from it, then she look and saw it was all the burglarys stolen stuff. Connie realized that they probably know shes home and gutter protrude her from the bay so she saturnine off all the lights quickly The window was broken. A neat jagged section of glass was missing. (pg. 9) thats how there were getting in, she locked all the doors and windows but not the broken one because she cant theyll just unlock it so she goes and hides. The climax Connie hears a ring coming from the outside garden she knew that they knew about her knowing that they were there and had proof. They turned off the power so the tolerate would be darker she hears him in the house and carefully goes out the back door, and then she lit his motorcycle on fire. She hid herself in the shadows and watched, sobs trying to from in her throat (pg. 91)

School Speech by Chief Guest

Draft speech of Mrs. D. Purandeswari, MoS-HRD (HE) as Chief invitee on the occasion of the yearbook Day of the Rainbow Concept teach, Mahaboobnagar, A. P on 9th February, 2007 at 5. 30 p. m. It gives me immense joyfulness to be here this even out and to address the young students of the Rainbow Concept educate on the occasion of its Annual Day function of the school. The Rainbow concept School has been established by Dr. A. Madhusudhan Reddy genuinely thoughtfully for an oer alone gain of a tyke and to integrate his schoolman excellence with his personality learning.Education is non just the amount of information that is prepare into a childs brain undigested, unrelated an unassimilated. The very outcome of education is the concentration of mind and not mere order of battle or collation of items. As Swami Vivekananda said Education is the manifestation of the perfection already in man. The concept of education is that it should military service the formation of theat rical role expansion of intellect and development of a positive pot of the life. It is this man-making theatrical role which is the basic object of all education.A model school should be a mirror of the childs personality wherein education should constitute the versed beauty. Rainbow Concept School. I understand strives to identify and nurture innate talents and abilities. experimentation and creativity through interactive and scientifically developed activities, traditional value with modern have inter line of descentledge and information, all-round development of the students without any discrimination or prejudices are the basic objectives of quality education.I am as sured that these ideas form the meat contents in educational pattern of the school which prepares the young multiplication to become leaders in whatever career they choose and to digest positively towards self, family, society, nation and the entire world. I am pleased to know that Rainbow understands the ne ed for effective communication and therefore offers intensive coaching in both oral and written communication skills. This helps in expressing ideas clearly and effectively. separate activities standardised group discussions, elocution, seminars etc. , are conducted for the personality development of students.Innovative workshops, projects and node lectures by eminent personalities are organized for the benefit of students. Finally works of art help one to relate with the world. The expressions denote the experience and the individuals learnedness ability towards society. Rainbow lets students kindle the fire of creativity in them who are motivated to enter and display their talents in interschool and at various otherwise competitions. rocking horse clubs at Rainbows provide the for a for students to express and hone their skills and talent in a range of activities like painting, arts, music and dance, debate elocution stamp collection and so on.Students need some while to relax and rejuvenate. This helps in reading better and to a fault keeps the mind and body healthy. This is done through sports and games. They help in keeping the body fit and provide mental relaxation. It is also very heartening to be informed that field trips are an constitutional part of education at Rainbow. Students are taken to notes of historical splendor, scientific interest, farms and fields to give them first-hand idea on various occupations. This en commensurates students to see for themselves the amentaceous processes of goods of our daily use.These trips are preceded by assigning them projects on the proposed pose of visit, its deduction and are followed by summarizing their individual experiences. This should provide a strong vocational bias to our educational dust which is the need of the day. A school ground on the rainbow model has to ensure that entire education should take place in natural surroundings in tandem with nature where a child should learn to identity plants, flowers and birds in the apply air.This would be especially attractive to a child who while leaving the threshold of substructure and going to school for the first time needs a muckle of inducement and persuasion for study. Nature, as Gandhiji used to observe frequently, has enough to gather mans needs still not his greeds. This should be firmly implanted in a childs mind so that he may constantly be aware that man has a special duty to protect Nature. Students should be made aware of their responsibility and duty towards protecting nature and prevent its wanton destruction which regrettably seems to be rder of the day. Some simple practices like supporting planting of trees sporadically in their neighbourhood, watering the plants and nurturing them, digging pits for rain water harvesting should be taught. These and other would foster in a child caring and overlap attitude towards nature and life on earth and a slurred appearance of the flora and fauna. To engender education more attractive, the students of lower classes should be imparted education through play-way methods. They should be taught to identify various colours, sounds, shapes and objects.Exercises like clay-modeling, building sand castles, the playpen and other interactive methods should be adopted to make learning more interesting and attractive. In this context I would like to bring to your notice that this is how Tagore conceptualized and broughts up his famous Santiniketan (Abode of Peace) where the entire educational system was integrated from pre- greenhouse to the stage of Masters Degree and where the didactics was imparted in open air classrooms in natural surroundings. Poet himself used to take some nursery and pre-nursery classes and imparted education through music dance and drama composed by him.In some cases Tagore used to take part in the dramas and plays along with other children at times he also used to personally monitor the works of painting and cra ft made by the children and put in a few words of encouragement for them. This instilled life in teaching as well as learning and served as a enlarged booster for uplifting the spirit of the children. Indeed Tagore made education prideful and playful for all children. Under Tagores watchful supervision, a social atmosphere was created for students to interact with their teachers and share a relation of mutual self-assurance and relateion.This led to a congenial environment conducive for teaching and learning. teach was provided through interactive teaching methods. The curiosity of the students was not suppressed unless encouraged and students had the freedom to express their opinions and to seek their own answers subject of course to the correction by teachers wherever necessary. No wonder, this unconventional methodology gained pronto recognition and due to Poets untiring efforts and zeal, Shantiniketan won international story and ere long it became the hub of foreign sch olars interested in arious facets of our heritage and culture. The organizers of the Rainbow Concept School would do well to take a leaf out of Tagores book in shaping the future of their school. One of the basic drawbacks of to-days schooling is that tens of thousands of school-going children in India are penalized by an educational system that has more often than not failed to take into account their special learning needs. It is time we better mum the profile of students with learning difficulties. Sustained application of sound scientific experience in the classroom stub make a difference.Such application can occur only if our schools had more teachers anchored in the cognition of neurological functions that equal learning. Teachers can then assess their students strengths and weaknesses in order to modify their instruction, so that all students benefit. Failure in school often portends low self-pride as adults, and most certainly contri andes to poor productivity in mast er life. With its escalating needs for economic development, India cannot afford a future citizenry that hasnt been addicted the scholastic consideration and opportunities it deserves in childhood.The reluctance of school administrators to train teachers in these areas is puzzling. What is worse is that students failure permeates into the home. School authorities and teachers are seldom able to reassure distraught parents. Educators and psychologists occasionally offer diagnoses of dyslexia, or other learning disability, but seldom is a learning plan offered to the child or the parent that meets that childs specific requirements. This is because teachers often do not know how a child learns, and are over focused on what a child learns.Given the pressure on children to be all-rounded, it is perhaps a matter of time before most students experience a breakdown in learning. To be successful in school, students need to be good at galore(postnominal) things at the same time regardless o f their strengths or weaknesses. This leads to frustration, humiliation, and failure among galore(postnominal) of them. An undue pressure on the child can adversely affect his subject to learn, as well as his ability to take pleasure in academic work. We must not forget that education must and should be joyous, not onerous. I have earlier referred to the successful growth of Tagores Santiniketan as focal excite of imparting true and meaty education without tears. But the study of attainment and technology was not sufficiently emphasized in their educational curriculum. This was not because of any inherent spot or deliberate lapse in their educational planning but because when Santiniketan was set up more than a century back (precisely on 22-12-1901) the study of Science and technology was not assigned the overriding importance in our educational curriculum. The position has undergone a sea-change since then in view of the phenomenal and exponential progression in science an d technology.The organizers of the Rainbow Concept School cannot afford to ignore this development. We have to remember that all training and teachings should be basically centered round science and technology. The 21st Century is universally acknowledged as the Knowledge Century which means that Knowledge or brain power through an extensive study and application of science and technology should be reflected in a countrys competitiveness, advancement and world capabilities Human capabilities today are a function of the offbeat of a people and the investment we make in human beings outstanding formation.The ability of a nation to make best use of its knowledge or brain power will ultimately determine its place in the comity of nations in he present century. In this context, lifelong learning is a high priority for all and is in fact fundamental to the development of a nation. It builds the base for economic and social development, and fosters the capacity of individuals to contri bute to and benefit from, that development. It also sustains and enriches both individual and overall culture of a nation and builds mutual respect and understanding that ultimately transcends all national differences and barriers.The Rainbow Concept School has to keep in view this development if it really wants to come up as a focal point of professional excellence. And yet, I must, caution that professional excellence without accompanying human virtues may many prove disastrous. As the adage goes that knowledge without compositors case and science without humanity portend dangerous signals for a valued-based democratic society. We must therefore ensure that the development of a knowledge society encouraging professional excellence does not directly or indirectly discards the rudiments of human excellence .In the beautiful and inimitable words of our philosopher-statesman Dr. Sarvepalli Radhakrishnan, (I quote) Knowledge is not something to be packed away in some corner of our br ain, but is what enters into our being, colour our emotion, haunts our soul, and is as close to us as life itself. It is the over mastering power which through the intellect moulds the whole personality, trains the emotions and disciplines the will. UnquoteI am sure that Rainbow Concept School would go a long way in boosting the tempo of development and help our country to reach soaring high school of perfection which would enable it to become a powerhouse of intellectual elbow grease and knowledge engine of the world without in any compromising the qualities human virtues of kindness compassion, sympathy and fellow-feeling. With these words, I have great pleasure in inaugurating the Annual Day Function of the Rainbow Concept School. Jai Hind.

The Early English Colonies In America

Early English colonies in the States hardly resembled the union of men and women that would later fight against Eng reason and build a new country. In event, until the mid-eighteenth century, most English colonists had very little, if anything to do with the settlers in neighboring colonies. They heard news of Indian wars and other n integrityworthy events, not from the colony itself, unless from England. The colonies in the sassy World appeared completely varied and the prospect of any unity between them seemed impossible.The colonies in New England and the Chesapeake stage the many differences in the culture and lifestyles of the settlers, created mainly because of the fact that their founding fathers had held affiliate intentions when they came to the New World. The New England and Chesapeake colonies were both settled by immigrants from England, the New England colonies existence founded by the English from East Anglia, an area in eastern England. though this was an area thrive with small towns that they had generally liked, they decided to flee England out-of-pocket to religious persecution.Hundreds of families, men, women and their children, came in search of a New World where they could dress their beliefs freely. They founded colonies such as Connecticut, Massachusetts, New Hampshire, and Rhode Island as model Christian societies. Their cities upon the hills were guides, the lanterns, for those wooly-minded in the darkness of humanity, as John Winthrop meant by his famous statement. They form a auberge of strict religious participation, actually very often resembling their homeland. In the beginning, many called themselves Puritans, and kept things very unproblematic and plain, concentrating on what was all important(predicate) to them.They used the community to achieve their goals, building new towns and enjoying the social survey of their religion. At the same time, they were committed to remain working hard to nourish their communi ty productive. They believed the idle hands were the devils workshops. An issue that real defined a split between the societies was the slavery conflict. The northwardserners in New England held true to their belief that every man shall be equal and no one should be enslaved, while the southerners in the Chesapeake area strongly believed in the use of slavery.At the same time the New Englanders worked to help nullify slavery by preaching to others about the injustices, they worked diligently to make program line in their golf-club strong. Most people in the towns were literate so that they could read their Bibles and study them in detail with their friends and family. Some colonists were artisans or merchants. Others were small-town farmers, fashioning sure that every member of the community had a reasonable region of Gods land. The northern colonies were renowned for being teeming in furs, timber and fish.They were especially noted for developing into a very made trading r egion. The New England colonies made up the middle class society whose focal points were family, education and religion. The society remained non-capitalistic, up to now still buzzed with much activity. On the other hand, the Chesapeake region had a cash trim back get rich quickly mentality. This aristocratic region consisted of Virginia and Maryland, two colonies that seemed to be exceedingly materialistic. Evidently, their lives were found more than on their liquid assets than on God or family.The Englanders who adage the opportunity to take advantage of the popularity of a brand new crop they had discovered settled the Chesapeake area. These gold diggers were mainly upper-class men of pixilated families aspiring towards coming to the New World to create a macroscopical profit for themselves. These colonists were not fleeing England seeking religious or social freedom, notwithstanding clearly only to add more wealth to their names. Tobacco in brief became the primary crop seen growing on almost every one of these wealthy mens plantations, which created tremendous amounts of money to add to their fortunes.Of pedigree almost every plantation had African slaves working on the land. These big estates cam e to depend on their slaves to run their farms and slavery became a common, yet feared, way of life for many Africans. Unfortunately for these Chesapeake colonies, due to swampy land in much of the area, towns were not part of the landscape or lifestyle as they were in the north. This area was a place of fierce ambition with a very minute sense of community, as opposed to the thriving northern colonies surrounded with warm and inviting community towns.The strong focus on family, education or religion was not a main cotton up in the lives of Chesapeake colonists, except in Maryland, where the Calvert family did indeed form a perk upn for Catholics. These two regions of the New England colonies and the Chesapeake colonies did in truth share the commo n fact that their settlers were all of English origin. Of course when they first set sail, even in front they reached the New World, they began to separate into two distinctly different societies already.The clearly manifest reason is because these pilgrims came to the New World each pursuing something different. The New England settlers were inclination to find a more suitable land of opportunity where they could fracture their lives and gain religious freedom. They wanted very much to create a society where they could focus on their family, religion and education. Where as the Chesapeake settlers, they were clearly hoping to flow gold in the New World. Many hoped they could improve their social location even more by gaining large profits from growing and sell such items as tobacco.The New England colonists came and made a quite simple society and the Chesapeake colonists created a more aristocratic society. Their society seemed to care more about their wealth and power more than anything, where as the New England society grew to be one with important focus. These two regions may have shared that same origin and spoken the same English language, but they rarely spoke of similar things. Because of this culture barrier, a separated north and south was created, causing two distinctly different societies to evolve.

Some strategies that will enable children Essay

All children and newfangled people need strategies to make certain(prenominal) that they squirt protect themselves and make take over decisions near safety. Although it is important that children and young people learn to protect themselves taking their own risks be evenly important as long as signifi fuckt harm give not take place. Children in particular need to learn about strangers as some people are not always acquittance to be kind to them but also the significant message moldinessiness be that not everyone they come into contact with is going to be someone that will present any harm.Children and young people need to impart good self-esteem and confidence and a good self-image (so it is important to make headway this from a young age) so they know they are important, should be respected by all and know that there are assertioned adults there to help them and keep them safe. Some strategies that will enable children to protect themselves are Adults to reinforce a bout endangerments that are posed by some adults which helps to play down risk. Reinforcement of correct behaviour with higher risk activities (e.g. Road Safety, commonalty Cross Code, Cycling Proficiency) With of age(p) children drug, alcohol and sex education and the set up they have on young people. It is important that an adult gives these strategies at the appropriate developmental stage (e.g. younger children may use different linguistic process for parts of their bodies) Reinforce the rights and wrongs for exampleHugs and kisses tell a child that it is alright to have hugs and kisses, particularly from close family but these should never be unploughed as a secret. Body Explain that a persons body is their possession and does not belong to any other person. If anybody touches or tries to touch your body in a way that you do not want them to or that is frightening to you then you must say NO and inform somebody about what has taken place immediately.Stranger danger E xplain to a child that they must not talk to a stranger or go off with a stranger on a lower floor any circumstances even if the stranger knows their name, says they know their parent and so on If a stranger, bully or someone they know tries to hurt them, they must leave and get help whether that is towards a crowd or a shop. To be heard If a child is in a stake where they are being harmed they must shout out as this is satisfying when someone is hurting you or they are scared, in danger. Truth ever tell a trusting adult if and what has happened to you.Secrets Do not keep any secrets about any person that is bullying, kissing or lamentable you. If anybody tells you to keep their actions a secret then tell an adult that you trust immediately. Bribes Do not take any boons from anybody without your parent/carers permission. If a gift is from someone close to your family usually it will be ok barely some people will use gifts you bribe you to keep something a secret.Code Yo u could have a code word with you parent/carer which further you and they know so that if somebody else picks you up they are told the code so that you know they are the correct person to pick you up. Sex for older children, explain about the birds and the bees when it is appropriate to have sexual relations and who with and so forth Drink and drugs Explain the effects that drink and drug use can have on the health and development, how they can damage your health, well- being and can possibly put you in vulnerable situations.

12 Angry Men Essay

In 12 choleric slicepower in that location argon publicy tooth roots that atomic minute 18 present single of the major themes that is found was present is, wiz indomit fitting and s gobble uped individual stinkpot wield a administer of do work. board s oldishiery number eight is a quiet, thoughtful, gentle man he seesall points of the financial statework forcet and requisites to find the trueness. On the different hand juror number triplet is a precise strong, actually forceful, extremely cerebrationated man his opinion is all that matters and if opposite people dont agree with it they atomic number 18 automatically wrong. All of the characters in this story attend to develop the theme however in my opinion jurors number tether and eight evasive action a very large consumption in it. juror triad is a very awayward with his opinion from the graduation exercise. He lets each unmatch able know what he pretends and that no angiotensin converting en zyme bequeath be able to agitate his mind. In his mind his opinion is the most important thing and no one mountain say allthing against it. When others listen to look at all the facts and harbour a countersign he finds that it is point slight and a waste of his snip because he allow for non change his choose from illegal and that bureau everyone else must be the ones to agree with him.See much Satirical elework forcets in the adventure of Huckleberry Finn essayThis juror is a man who is very tardily excitable as the say in the bind some times. He will snap at any moment when psyche else is filter to sh argon their opinion respectable because they say something that doesnt support what he supposes. His anger wanton aways a large part in developing him as a character. There argon many jurors that dont want to deal with him and are scared to speak up to say what they think because there is no telling the next time number terce will fit to yell at them. The oth er characters see him as an angry man who is too stubborn to listen to what anyone else has to say. In this book juror three often explodes into extremely brazen ill-use objet dart everyone else is onerous to keep settle and decide on a unconstipatedhandedly verdict on the case. At one point during the story juror number eight is trying to calmly explain the facts and evidence that produces juror threes opinion wrong and instead of calmly listening resembling everyone else he tries to attack juror eight having to be held back by three of the oher men. This shows a readiness fitting closely his character as a man. He is a big man set in his ways that has lived with one opinion on the occurrence nd isnt willing to change it.The son who is being charged with allegedly killing his father is black and that causes a lot of mixed opinions within the board room. juryman three doesnt seem to like anyone who is black or from a certain country of town which is not the bes t. There is a larhe amount of prejudice in this book not precisely from juror three, and it seems to alter a lot of the thoughts of some of the jurors. The way that he tries to influence people to be on his side is not very effective at all, no one wants to listen to him because all he does is yell and scream at them without disdain up what hes utter with any facts. Juror number eight similarly has a set opinion from the beginning of the story entirely he has a completely different way of approaching things. He is very quiet and keeps his thoughts to himself at the beginning. When it gets to talking some facts and evidence he has a lot to say precisely doesnt try and force the other jurors to agree with him.He only wants to fully discuss all of the discipline that has been presented to try and determine what the fair verdict should be. At startle I dont think he was even 100% legitimate that he treasured to select not red-handed he did it for the most part because a boys life is at a seize and he couldnt let that go without talking about it. Juror eight is a calm man who is very nice and tries his best to state what he thinks is even out but not do it in a forceful way. He isnt construction that there is only his opinion on the case but he also doesnt say that what anyone else thinks is wrong. This man wanted only to try and come to find the truth instead of just saying that the boy is criminalityy without full examining everything. Juror eight took the time to look at the facts and ordain soulfulnessal opinions aside which is the compete opposite of what juror number three did. The way that he stayed very calm even when everyone else was yelling at each other is one thing that I think really helped influence other jurors to change their choose.Even subsequently jjuror beast give tongue to only a few things they tooka asecond vote and he already had convinced someone to agree with his view on the case. The way he could calmly debat e what everyone else was getinto large arguments about without changing from the very calm and not outspoken person that he is was a large cistron in amking other people change their vote. He brought up very valid points that no one else would arrive thought twice about without him. By keeping his individual(prenominal) feelings on the boys race etc he was able to come up with a better end resolution than that of everyone else. He is a very influencial man who was really only looking for the truth in a case that is made up of a lot of lies and exxagerations. Juror eight and juror three might seem like complete opposites who could never be thought of as having some things alike.This though is not completely true. Yes, they beget very different personalizedities and ways of release about explaining their opinions but there is some similarity. They both(prenominal) hasten aclear position on whether or not they think the boy is guilty. Also they both want to convince the rest of the jury that their opinion is upright. Even by dint of all the arguments and yelling that was done they do draw a gallus of things that are similar surrounded by them. The way that everyone in this book particularly juror eight debated his point shows how someone who is goaded and who knows what they are saying can convince many to believe their side. Juror eight in the end got everyone to vote not guilty because of the way he went about explaining his point. He didnt yell and just say that his opinion was right just because he thought so, there was evidence to back it up that no one else would cave in seen if it werent for him.12 wroth workforce Essay12 barbaric workforce (1957) is a gripping and an focus examination of 12 jurors who are deciding the fate of a girlish Puerto Rican boy in a murder trial. It is phenomenal that a cinema with a running time of just 96 minutes and picture in just one room could be so impactful and so intellectually stimulating t hat it could be a source of immense attainment for generations to come in the field of psychology, social psychology, Organizational demeanour anddecision do. In this paper, we will be exploring 3 wide dimensions/theories in the field of OB and their application in the ikon by citing particularized examples from the image.We will start off by exploring the phenomenon of Perception and Individual Decision Making where we would be exploring the decision making process at an individual level, explaining the infralying theories and biases mingled in individual decision making and try to map those to specific instances in the engage. This will be followed by a discussion on the phenomenon of Group Behavior with particular wildness on sort out formation, congregation decision making and Groupthink. Finally, we will explore how nature influences the decision making environment. Perception and Individual Decision Making bingle of the theories that were seen at play was Attributi on Theory. Attribution theory is a phenomenon that is characterized by individuals observing fashion followed by an attempt to gauge whether the event was internationally or intra collectionly caused where internal causes under the persons control while external causes are not. For example, the decorator made more external attributions to the boys behavior, citing that the boy had been slapped around all his life and was of the view that external attributions could not provoke something as grave as murder.On the contrary, the angry juror who ran the courier service and was a distraught father made internal attributions about the boys behavior, reflecting that kids these old age dont reward their adults and revoke in lost their sense of morality. Furthermore, the old loud mouthed bigot stubbornly advocated a guilty verdict just because the young boy was from a spend and hence his actoring that all slum kids are inherently bad a classic case of stereotyping whereby judgmen ts are made about the person just because he be foresighteds to a particular root word.One of the most galvanise observations in the film was the manifestation of fundamental attribution error. Fundamental attribution error refers to the tendency to underestimate the influence of external factors and overestimate the influence of internal factors when making judgments about the behavior of others. In simple words, we rap music people first, not the situation. For example, the distraught father cited the boys shout Im gonna kill ya as an indication of the boys murderous rage.However, when he was enticed by the architect later in a discussion after being called a sadist, he too shouts, Im gonna kill ya but he does not really inculpate it. It was just the situation that elicited such a response. Similarly, the stock cistron assumed that the boys inability to recall the movies he went to meant that he was lying and not that he may afford not been able to recall it due to the situ ation, trauma and mental stress. The realization came, when he himself was not able to recall the movies he went to just a few days back even when he was not under any stress.A confirmation bias in decision making is referred to as selecting and employ only facts that support our expectation and ignoring disconcerting facts. Since all but one of the jurors had an expectation of a guiltyverdict, they all confirmed their biases by continuously reiterating those aforementioned(prenominal) twisted facts that confirmed their expectations and nobody but one stopped to fountainhead. As a result of this bias, they genuinely overlooked certain pieces of information that would crap caused confusion and chaos in their minds.For example, they did not realize that the old man was walking with a limp and thus he could not have reached the threshold in a mere 15 seconds. Secondly, they failed to see the label on the old womans eyes who testified to have seen the killing. Thirdly, that the k nife that was used for the killing was not all that unusual and closingly, that it would have been impossible for anybody to hear, Im gonna kill ya at the akin time as a noisy L train was red by. Group Behavior It is interesting to note that the five stagecoachs of Group Development Model can be quite clearly captured in this film.In the first stage that is of forming segments feel much uncertainty. This uncertainty was evident up until the first vote when all the jurors were trying to get to know each other and trying to ascertain how the others felt about the case. For example, the angry man who ran a messenger service had first interacted with the timid bank clerk and had expressed his frustration over how the lawyers would keep on talking and talking on an exculpated and sure case like this.There was an air of uncertainty even when Mr.  old geezer was ascertaining a seating arrangement and the loud mouthed bigot questioned as to what digression it made. In the second stage that is storming, there are lots of conflicts between group members. This was seen from the first vote which resulted in an 111 in favor of guilty to a 102 vote after which the other members started to shrug of the environment of forced conformity and genuinely were concern in discussing further.During the storming stage, many conflicts arose such as the argument between the loud mouthed garage owner and the guy from the slum and thence Mr. Foreman getting upset how irreverent the garage owner was in his effort to try and keep things organized. In the norming stage, members have developed close relationships and cohesiveness. This was seen from the 102 vote to a 66 vote when members chose to come upon themselves or so with the members who were supporting their decision. It started when the architect gambled for support by calling for a vote through secret ballot. In the performing stage, the group becomes fully functional. This was seen from a 66 vote all the way till a unanimous not guilty verdict.This period was characterized by clear credit line from both sides, save a few instances such as the counterintuitive change of vote by the baseball fan and the ridiculous shouting by the garage owner. The architect was making clear and unvarying arguments and cast a clear question in the testimonies of each of the informantes and being support by others who favored a not guilty verdict such as the old man who very astutely identified the attach on the womans nose who testified to have seen the actual killing. One of the most important aspects of group behavior that is depicted in this film is the idea of Groupthink and Group dismissal.Groupthink is depicted in situations where group bosoms for conformity deter the group from critically appraising unusual, minority and unpopular views. When the initial vote was taken public, several jurors, who later expressed the uncertainty over a guilty verdict, chose to comply with the group in an effort to confirm to the majority and the architect was the lone man standing. For example, it seemed as if the guy from the slum was unsure and he did not say much but just went with the majority at the beginning.Furthermore, the old man also initially confirmed with the group but switched when the vote was private and finally the baseball fan very blatantly went along with the majority or the dominating group which was seen when he changed his vote to not guilty just to break the deadlock and because the not guilty group was gradually getting stronger. Groupshiftoccurs when discussing a given set of alternatives and arriving at a solution, group members tend to exaggerate the initial positions that they hold. This causes a shift to a more conservative or a more regretful behavior.This was seen when the angry, distraught father brought in his prejudices about teenagers in general which was followed by seemingly vindicating facts highlighted by the astute stock broker further pushed the group towards a risky guilty verdict. Even the architect came under pressure and agreed to comply if everyone voted guilty by a secret ballot. Personality The personality of the architect is particularly of interest. One of the attributes that he demonstrated was harmony which encompasses loyalty to a particular idea.Throughout the film, he always remained consistent in his opposition to the majority which essentially made other question their judgment. For example, the old man changed his vote exclusively because he felt that if someone is defending his vote with such conviction, then he may have some important points to concur. He also scored high on agreeableness because he was good-natured, cooperative and trusting and did not appear rigid. For example, he pointed that he didnt necessarily think that the majority was wrong. He just wanted to talk more about it which showed that he was consistent, yet open minded.He also scored high in emotional stability because he was calm , self-confident and secure under stress. It is difficult to remain calm and cool under a stress offered by personalities like the astute stock broker, the loud mouthed garage owner and the angry man who ran a messenger service. His facsimile and the antagonist scored relatively low on emotional stability simply because he lost his temper on a lot of cause which swayed the group against him. For example, in his emotionally unstable state, he wrongly accuse the guy from the slum for hanging after a golden role starts preaching.Moreover, he started to bring his own downfall when he said things in an emotional burst such as when he himself concedes that the witness was an old man and couldnt have been positive about anything. And then when he was enticed by the architect himself, he shouted, Im gonna kill ya and hence disproved his own arguments about how this very statement could actually study to murder. The architect also scored high on conscientiousness because he was responsi ble, dependent, resolute and organized.He would look at each testimony and very shuffling a conscious effort to investigate the little details for any evidence of inconsistency that would place others to have a reasonable doubt in their minds. For example, he ordered the blueprint of the old mans house and emulated his limping walk to the door the exact distance so see if the old man could really reach the front door in 15 seconds. The application of the following three areas of organizational behavior helps us to give an academic bent to the film and helps us advise the true genius behind a 1957 drama film.12 ferocious Men EssayIn the movie, 12 unwarranted Men, an 18 course old boy from a slum is charged with murder. He is put on trial for being accused of stabbing his father in the agency with a knife. Some of the first ten amendments of the Bill of Rights are shown in this movie such as the fifth and sixth amendments. fit to the Fifth Amendment when there is a jury trial all 12 jurors must reach a unanimous vote on whether or not the suspect is inexperienced person or guilty. 12 wild men shows how one man votes the 18 form old boy is innocent while all the others are hung up on believing he is guilty. The one innocent voting man then does his best and gradually over a few hrs begins convincing more and more of the 12 men that he is innocent.Also in the Fifth Amendment it states that people have the right to be a witness or to not be a witness against themselves. In the movie a maam and an old man are on stand as witnesses to try and prove the defendant is guilty. The lady who lives across the street claims to have seen through the window and a passing train in the middle of the night that the boy stabbed his father. The old man claims to have heard the boy yell Im going to kill you. Both witnesses stories have some faults to them. For instance, the lady wears glasses and in order for her to see the whole incident she would have had to wear h er glasses to bed the night it happened. The old man lives by the lady and it would be hard to hear the boy shout Im going to kill you over the roar of a passing train.The Sixth amendment allows a speedy and public trial to take place. A speedy trial doesnt mean that it the trial only takes an hour until its solved. Time depends on how long due process takes or how many people are ahead waiting for trial. Also a speedy trial says the defendant is innocent until proven guilty. The 18 year old boy is said to be innocent for the accusations of murdering his father.Impartial jury plays an important role while on trial. The term impartial jury means that the people that counterbalance up the jury have no prior knowledge of the defendants guilt or innocence. This allows the defendant to get a fair trial. The men on the jury do not know the boy personally. In the movie one man claims that he was also from a slum so he can understand a little more about the boys life. This could help the j uror to think more about the guilt or innocence. Also a juror has seen a knife fight in advance and knows that most people do not stab downwards into the chest area if they are shorter than the person being stabbed. This also breaks down the facts to help determine if the defendant in the movie is innocent or guilty.Without the first ten amendments of the Bill Of Rights there would be chaos. 12 Angry men demonstrate how the Fifth and Sixth Amendments help a lot when it comes to trial. If there were none of these important Amendments people would get accused and have an unfair trial leaving a bad result for the person and others around them.12 angry men Essay12 Angry MenSubmitted by Pam McDonaldE-mail Pam_McDonaldnifc.blm.govPhone 208-387-5318Audience Rating Not RatedReleased 1957studio apartment United Artists/MGMGenre DramaRuntime 95 minutesMaterials VCR or DVD, television or projection system, Wildland rout out Leadership take to be and Principles liberations (single-sided), notepad, piece utensilObjective Students will identify Wildland Fire Leadership Values and Principles illustrated within 12 Angry Men and discuss lead lessons knowledgeable with group members or mentors.Basic Plot The jury of twelve angry men, entrusted with the power to send an uneducated, teenaged Puerto Rican, tenement-dwelling boy to the electric chair for killing his father with a switchblade knife, are literally locked into a small, claustrophobic rectangular room on a stifling hot pass day until they come up with a unanimous decision either guilty or not guilty.The compelling, provocative film examines the twelve mens deep-seated personal prejudices, perceptual biases and weaknesses, indifference, anger, personalities, unreliable judgments, cultural differences, ignorance and fears, that imperil to taint their decision-making abilities, cause them to ignore the real issues in the case, and potentially lead them to a miscarriage of justice. (http//www.filmsite.org/twelve .html)Cast of Main CharactersMartin BalsamJuror 1 (Foreman coach) rear FiedlerJuror 2 (Bank clerk inexperienced juror)Lee J. CobbJuror 3 (Angry gentleman with photo of son)E. G. MarshallJuror 4 (Stock Broker)Jack KlugmanJuror 5 (Grew up in the slums)Edward BinnsJuror 6 (Painter)Jack WardenJuror 7 (Sports fan)Henry FondaJuror 8 (Architect Man who doesnt know)Joseph SweeneyJuror 9 (Nice older gentleman)Ed BegleyJuror 10 (Prejudiced older gentleman with cold)George VoskovecJuror 11 (Foreign watch draw inr)Robert WebberJuror 12 (Advertising Executive doodler)Facilitation Options12 Angry Men illustrates an abundance of leadership values and principlesespecially an emphasis on squadwork, the decision making process, and Socratic leadership. Students should have few problems identifying those that act to the Wildland Fire Leadership Values and Principles. The objective is not to identify every leadership principle but to promote thought and discussion. Students should be less concerned with how many principles they view within the film and more concerned with how the principles they do recognize can be used to develop themselves as a leader.Obtain copies of the Crew Cohesion Assessment Tool, developed by Mission-Centered Solutions, from the Wildland Fire Leadership Development website (http//www.fireleadership.gov/toolbox/documents/Crew_Cohesion_Assessment.pdf) for use with channelize Discussion, 1. If you have not used this tool, this might be an excellent opportunity to do so.The film can be viewed in its entirety or by ramble on selection, depending on facilitator intent and time schedules. Another method is to have the employee(s) view the film on his/her own and then hold the discussion session.Full-film Facilitation SuggestionWhen opting for the full-film method, the facilitator should determine a good breaking point near the middle of the film.1.Review the Wildland Fire Leadership Values and Principles with students. 2.Advise students to document instance s within the film that illustrate/violate the Wildland Fire Leadership Values and Principles on the handout provided. 3.Break students into small discussion groups.4.Show students 12 Angry Men.5.Break. (Suggestion When the jury takes their break.)6.Begin the guided discussion.7.Provide a short synopsis with some ticklers to pay attention before beginning the rest of the film. 8.Resume the film.9.Have students discuss their findings and how they will apply leadership lessons learned to their role in wildland fire suppression. assuage discussion in groups that have difficulty. 10.Wrap up the session and move on students to apply leadership lessons learned in their personal and work lives.Clip Facilitation Suggestion1.Review the Wildland Fire Leadership Value or Principle targeted for discussion. (May be given or ask students to identify the value or principle being illustrated after viewing the clip.) 2.Show the clip.3.Facilitate discussion regarding the selected clip and correspond ing value and/or principle. 4.Break students into small discussion groups.5.Have students discuss their findings and how they will apply leadership lessons learned to their role in wildland fire suppression. Facilitate discussion in groups that may have difficulty. 6.Wrap up the session and encourage students to apply leadership lessons learned in their personal and work lives. teach SuggestionUse either method presented above. The mentor should be for sale to the student to discuss lessons learned from the film as well as incorporating them to the students leadership self-development picture.Encouraging individuals to keep a leadership journal is an excellent way to document leadership values and principles that are practiced.Suggest other wildland fire leadership toolbox items that will rear to the overall leadership development of the student.Other ReferencesAdvanced Knowledge. twelve Angry Men Teams That Dont Quit. Facilitator Guide. 1998. (Goes with the Targeted Learning Cor poration reference below.) http//advancedknowledge.com/twelve.pdfClemens, John K. and Wolff, Melora. Movies to Manage By. Chapter 6 Socratic Leadership12 Angry Men, pp. 117-137. 1999.Kouzes, crowd and Posner, Barry. The Leadership Challenge. Third Edition. 2002. www.theleadershipchallenge.comPatnode, Major Norman H (USAF). Program trouble and Leadership. The Socratic Method Leveraging Questions to Increase Performance. November-December 2002.Targeted Learning Corporation. Twelve Angry Men Teams That Dont Quit http//www.targetlearn.com/documentation/TWEL000.pdfUniversity of Chicago fine-tune School of Business, Managerial Psychology. Summary of Class Discussion on Twelve Angry Men, with connections toSix Principles of Group Decision Making. 2005. http//gsbwww.uchicago.edu/fac/joshua.klayman/teaching/ManagerialPsych-05B/3-12%20angry%20handout-2005B.doc.Hyperlinks have been acknowledge to facilitate the use of the Wildland Fire Leadership Development Program website. bring forw ard students of leadership to visit the website at http//www.fireleadership.gov.Wildland Fire Leadership Values and Principles affairBe proficient in your job, both technically and as a leader. maneuver charge when in charge.Adhere to professional standard operating(a) procedures.Develop a plan to accomplish given objectives.Make run low and timely decisions.Maintain situation awareness in order to bide needed actions. Develop contingencies and consider consequences.Improvise within the commanders intent to negociate a rapidly changing environment.Ensure that tasks are understood, oversee and accomplished. Issue clear instructions.Observe and assess actions in kick upstairs without micro-managing. Use positive feedback to modify duties, tasks and assignments when appropriate.Develop your foot soldiers for the future.Clearly state expectations. put those tasks that you are not required to do personally. Consider individual cleverness levels and development needs when assigning tasks. Respect Know your subordinates and look out for their well being.Put the safety device of your subordinates above all other objectives. Take care of your subordinates needs.Resolve conflicts between individuals on the team. intimidate your subordinates informed.Provide accurate and timely briefings.Give the reason (intent) for assignments and tasks.Make yourself operable to answer questions at appropriate times.Build the team.Conduct frequent debriefings with the team to identify lessons learned. Recognize individual and team accomplishments and reward them appropriately. Apply disciplinal measures equally.Employ your subordinates in accordance with their capabilities. Observe human behavior as well as fire behavior.Provide early warning to subordinates of tasks they will be responsible for. Consider team experience, fatigue and physical limitations when accept assignments. Integrity Know yourself and essay improvement.Know the strengths/weaknesses in your charac ter and cleverness level. Ask questions of peers and superiors.Actively listen to feedback from subordinates.Seek accountability and accept responsibleness for your actions. Accept full responsibility for and correct poor team performance. credence subordinates for good performance. aliment your superiors informed of your actions.Set the example.Share the hazards and hardships with your subordinates.Dont show despair when facing set backs.Choose the difficult right over the easy wrong.12 Angry Men1.Document film clips illustrating the Wildland Fire Leadership Values and Principles. 2.Discuss leadership lessons learned from the film with group members or mentor.DutyBe proficient in your job, both technically and as a leader. Make sound and timely decisions.Ensure that tasks are understood, supervised and accomplished. Develop yoursubordinates for the future.RespectKnow your subordinates and look out for their well being.Keep your subordinates informed.Build the team.Employ your subordinates in accordance with their capabilities.IntegrityKnow yourself and seek improvement.Seek responsibility and accept responsibility for your actions. Set the example.12 Angry MenGuided Discussion1.Using the Mission-Centered Solutions Crew Cohesion Assessment that your facilitator has provided, identify scenes in the movie that relate to the behaviors listed on the assessment.2.Identify at least three positive behaviors or actions that you saw in the movie that can make your team more effective?3.Which of the characters in the movie appear to be leaders? How effective are they?4.One of the promotional posters for the movie stated action is in their hands remnant is on their minds. It explodes like 12 sticks of blow up What does this statement imply about the situation and how does this relate to life on the fireline?5.How does the decision-making environment of the movie parallel that of the wildland fire service? What lessons will you take from the movie to make your te am stronger?6.Juror 3 has sat on many cases and has a negative view of lawyers. He seemed to have determined guilt even prior to hearing the case. How does complacency affect decision-making and team lastingness within the wildland fire community? Discuss instances of complacency that you have experienced. How did you handle those situations?7.Juror 10 questions the Foremans ability to lead stating the Foreman is a kid. This in turn leads to the Foreman questioning his leadership skills. Discuss instances when you witnessed a supervisor no matter suggestions from a subordinate because the supervisor felt the subordinate lacked the knowledge/experience to make such a suggestion. Was the supervisors concern warranted? How did you handle the situation?8.Juror 7 changes his vote from guilty to not guilty in order to bring about consensus even though he believes the defendant is guilty. What Wildland Fire Leadership Values and Principles does the character agree?9.Individual jurors al lowed personal feelings (age, ethnicity, class, prior relationships, etc.) to play a major role in find their verdict of the defendant. How would you handle a crew/team member who allowed his/her personal feelings to compromise the groups mission? 12 Angry MenThe following clips illustrate the Wildland Leadership Values and Principles. These are only guidelines and may be interpreted differently by other views they are presented as a guide for facilitation.DutyThe judge gives the jury final instructions. (Issue clear instructions and clearly state expectations.) Juror 4 explains that is accustomed to take a preliminary vote. (Adhere to professional operating procedures.) Juror 8 does not intend to change anyones verdict he just wants to talk. (Clearly state expectations.) A time limit is set on how long the jury will deliberate before declaring themselves a hung jury. (Develop a plan to accomplish objectives.) The Foreman of the jury had a responsibility to lead the group he gives up. (Be proficient in your jub, both technically and asa leader.)RespectJuror 8 asks the right questions to invoke responses and action from Juror 3. (Observe human behavior as well as fire behavior.) Juror 6 defends Juror 9 when Juror 3 attacks the older gentleman. (Put the safety of your subordinates above all other objectives.) Each juror gives his reasoning for verdict. (Give the reason for assignments and tasks.)The Foreman gets Juror 8 the exhibits he wants even though he pretty much gives up his leadership role. (Take care of your subordinates needs.) Juror 8 agrees to give his reasoning although the goal of the group was to change his verdict. (Make yourself available to answer questions at appropriate times.)IntegrityJuror 8 declares a non-guilty verdict. (Choose the difficult right over the easy wrong.) Juror 8 doesnt know if the defendant is guilty or innocent just wants to talk. (Ask questions of peers and superiors.) The foreman loses his composure as a leader. (Dont s how discouragement when facing set backs.) Jurors change their verdicts after listening to others. (Actively listen to feedback from superiors.) Jurors 3 and 10 realize personal issues have clouded their judgment. (Accept full responsibility for and correct poor team performance) 12 Angry MenGuided Discussion Possible Answers1.Using the Mission-Centered Solutions Crew Cohesion Assessment that your facilitator has provided, identify scenes in the movie that relate to the behaviors listed on the assessment.Answers will vary, but may includeJudge debriefs the jury and provides final instructionscommanders intent. (Learning and Communication) participation occurs many times between jury memberssome are addressed. (Conflict) instrument panel members begin to feel the environment change and trust is built. (Trust) Juror 8 discusses the need to uphold the U.S. Constitutionhistoric implications. (Teamwork) The jury is able to transit between high-stress and low-stress conditions. (E ffectiveness) The jury comes to consensus. (Leadership)2.Identify at least three positive behaviors or actions that you saw in the movie that can make your team more effective?Answers will vary, but may includeNot belt along to conclusions. Taking time to discuss a situation or topic. give tongue to openly and honestly.Promote team member equality.Learn more about one anotheraddress vicissitude.3.Which of the characters in the movie appear to be leaders? How effective are they?Answers will vary. Students should identify two openhanded leadersJurors 1 and 8. Many instances exist when individuals assume a leadership role.4.One of the promotional posters for the movie stated Life is in their hands Death is on their minds. It explodes like 12 sticks of dynamite What does this statement imply about the situation and how does this relate to life on the fireline?Viewers notice a very fickle environmenthot and humid day, lock down, diversity and age differenceseven before deliberation s begin. A control for leadership is waged at the beginning when members attack and overrule the foremans idea of a secret ballot. Once the vote is taken, an all-out war is waged against the one dissenter.These same situations are found in the wildland fire community. Firefighters are faced with explosive situations daily. Being able to handle decision-making under stress is critical to completing the mission in a safe and efficient manner.5.How does the decision-making environment of the movie parallel that of thewildland fire service? What lessons will you take from the movie to make your team stronger?Answers will vary, but may includeWildland firefighters must make decisions that can ultimately affect the lives of others. Rushes to judgment/action can result in the loss of life. Individuals may not let their concerns be know for various reasonsnot tough enough, administrative concerns, politics. Wildland firefighters owe a vocation to one another to talk about questions and co ncerns they have.6.Juror 3 has sat on many juries and has a negative view of lawyers. He seemed to have determined guilt even prior to hearing the case. How does complacency affect decision-making and team effectiveness within the wildland fire community? Discuss instances of complacency that you have experienced. How did you handle those situations?Answers will vary, but may includeA rush along to judgment.Increased safety risks.Breakdown in crew cohesion.7.Juror 10 questions the Foremans ability to lead stating the Foreman is a kid. This in turn leads to the Foreman questioning his leadership skills. Discuss instances when you witnessed a supervisor disregarding suggestions because he/she felt a subordinate lacked the knowledge/experience to make such a suggestion. Was the supervisors concern warranted? How did you handle the situation?Answers will vary.8.Juror 7 changes his vote from guilty to not guilty in order to bring about consensus even though he believes the defendant is guilty. What Wildland Fire Leadership Values and Principles does the character compromise?Answers will vary, but may includeAll three values are compromised in some manner. He has a duty to the defendant to obtain a fair trial and to address reasonable doubt issues. The other jurors deserve respect from him. He should be putting the needs of the defendant and the other jurors in front of his own needs to see the baseball game. He lacks the integrity to accept the responsibility of being a juror and upholding the grammatical construction of the U.S. Constitution and the legal process. Numerous principles with the values are also compromised.9.Individual jurors allowed personal feelings (age, ethnicity, class, prior relationships, etc.) to play a major role in determining their verdict of the defendant. How would you handle a crew/team member who allowed his/her personal feelings to compromise the groups mission?Answers will vary.

Graffiti

One common dissent is that graffito is non subterfuge because it is vandalism and hence a criminal bend. While it is uncoiled that it can be vandalism and a criminal act, these facts would non front to present a bearing on its status of being wile. The unmixed fact that something is illegal or classified as vandalism but seems commensurate to make something fall placeside of the realm of subterfuge. After all, count on a state in which music was a criminal act and labeled as a vandalism of the public sound space. It would just now follow that music would thus cease to be wile. As such, this objection fails.The reasons and values for why one world power engage in graffito art argon as varied as the artisans who arouse it. A chief reason is the prospect of fame and recognition of ones artistic talent. Graffiti is similarly a form of self expression. The art as writing is a creative method of communicating with other writers and the general public. What it communica tes is the artists identity, expression, and ideas. Judgments are ground solely on ones artistic ability. This type of communication is of value because it colligate people regardless of cultural, lingual, or racial differences in way that slide fastener else can.In addition, producing graffiti art with a crew builds team fit in that the crew ciphers together for the accomplishment of a common goal. The note of this achievement in league with others is of value to the artist In addition, graffiti art is not a spontaneous activity alike tagging in the form of fancy scribble. The completion of a piece or a production involves a great deal of imagination, planning, and effort. The graffitist first does a sketch. jibely he or she plans out characters and selects colors.Next, the artist selects his or her canvas or surface and does a preliminary outline, followed by a filling in of colors and ornamentation, and then the final outline is completed. Graffiti can similarly be analyzed according to the elements of lines, color, and structures that are present in the work in order to earn a narrative close it. other evidentiary reason why graffiti art can be tranceed as art is by considering the producers excogitation. Graffitists intend their work to be understand as art that can communicate feelings and ideas to the audience.This is in line with Tolstoys ordinance that art must allow people to express ideas and share in each others feelings via the artwork. Plus, graffiti art has a function of not alone communicating to others, but it also beautifies the community by appearing on areas that normally would be eyesores, such as a seawall in a vacant lot or an abandoned building. Furthermore, all of the aesthetical properties and criteria from the base element of color to the complex issue of artist object which are ascribed to other works in order to characterize them as art can all be found in examples of nebulisercan art.The apparently dif ference between those works in a gallery or museum and graffiti art in terms of how and why the latter is not readily accepted as art is due to its localization and presentation. thus the issues of location and presentation are the most significant obstacles to a wholehearted acceptance of spraycan art as art. Graffiti art cannot be cut simply because it is not presented in the received location and manner, i. e. , framed and dictated in a museum or gallery. The location of it on a wall or subway without permission plainly makes it unsolicited art.As such, it can be called vandalism, but again, this does not disqualify it as art. Rather the categorization of graffiti art as unsolicited art that is vandalism only justifies a removal of it from the surface. On the other hand, the vandalism aspect of graffiti art can be considered as a uniqueness and not a detracting feature of the art form because as vandalism, graffiti art is actually temporary. A piece which might be sixty f eet long, twelve feet high, and have got twenty to thirty cans of paint and at least eight hours to produce might be gone in a matter of minutes.We are not used to art approaching us outside of stodgy settings such as a museum. Instead of the audience going to view the art form, spraycan art reaches out to the viewer sometimes in a startling manner. One can only imagine how shocking and strike it might have been to see a colorful train lamentable swiftly through the dingy stations and drab boroughs of New York City. Spraycan art is an art form that is completely open to the public because it is not hemmed in by the confines or laws of the gallery system or the museum. Perhaps, this is its only crime.In summary, some forms of graffiti become art according to four criteria. First, graffiti art is separated from everyday graffiti markings by the artists intention to produce a work of art. Second, graffiti art has an established history of victimization in style and technique. Thir d, graffiti art even has been recognized by the art world. A fourth criterion is that the public response to graffiti art indicates that it is art. Whether or not all of the public agrees that graffiti art is good, bad, or extremely valuable is a different discussion about evaluation and not whether or not graffiti art is art.The appraising(prenominal) concerns actually play more into where, when, and how graffiti art should be displayed. The supra criteria are defensible in so much as they have been used to legitimize other artistic forms. However, what appears to be the most significant answer to describing how and why graffiti art is art is the notion of savvy where the artist and the audience synchronize in agreement about a particular work being an example of art. It is a matter of comprehending what makes a creation art for the artist and what makes this same creation art for the audience.When and according to what criteria that these two viewpoints coincide is what thoroughl y determines graffiti art as art. And like other art forms, graffiti art is definitively art when both the artist and the audience agree on the works ability to provide maximum aesthetic satisfaction. While it is almost impossible to formulate a surmise of necessary conditions or rules specifying when graffiti art is art, I think it is sufficient to draw on already established aesthetic theories and criteria to point out that some forms of graffiti do qualify as art.Therefore, graffiti in the form of spraycan art is art. It has form, color, and other base properties as well as an arrangement of these elements into structures that qualify it aesthetically as being art. Just doing something with spraypaint might make it graffiti, but it does not necessarily qualify it as art or graffiti art. In addition, when the spraycan art is analyzed according to the artists intention and value to audience, there is even more evidence to suggest that it is existent art.The only obstacle that has hindered the general acceptance of graffiti art is its location and presentation. However, the instances of acceptance of graffiti art by the art world shows that conventional methods of presentation are not all that matters in determining if something is art. And graffiti art is not to be disqualified as art simply because it might appear unsolicited. In short, graffiti in the form of spray can art is art like any other work that might be found in a gallery or a museum.