Homeschooling: An option to choose or refuse? Essay

Schooling is considered as a major step in a child’s development towards becoming a good citizen and a good human being in this global world. Every parent wants the best for their children and they seek for the best education option available. No matter how good or disciplined a school is, the worries and anxieties respective to child’s development, remains constant for the parents. Due to increasing concerns and lack of satisfaction with public schools, new options are being sought after. Homeschooling is one such option that is rapidly emerging as a favorite amongst worried parents. Homeschooling is a way of education, wherein a child, instead of studying by traditional means of going to a public or private school, learns at home, with the help of a private tutor or the parents themselves. Homeschooling is being preferred over traditional methods in this growing world, where the number of students in class, are increasing day by day. Considering the facts, homeschooling looks like a good option for parents who can be assured of individual attention and good educational facilities, right at their homes. The Columbia Encyclopedia, Sixth Edition, defines homeschooling as, â€Å"home schooling the practice of teaching children in the home as an alternative to attending public or private elementary or high school. In most cases, one or both of the children’s parents serve as the teachers. Like the charter school movement, home schooling usually arises from religious or other disenchantment with conventional public schools. Home schooling may also include full-time education at home by hired tutors. † The most important benefit of homeschooling is the fact that parents can themselves teach the children at their home and not worry about their children being given due attention in school or not. Homeschooling is said to be first noted in the year 1997, when Rebecca Sealfon, a thirteen year old girl, won the national spelling bee. Rebecca was being schooled in her home and this brought waves among the society (Anderson). Hettinger, in her article, â€Å"Trend to go home for school is on the rise across Indiana, nation† states that parents report dissatisfaction over not being given individual attention in public or private schools and the number of students in a class are increasing. Hettinger also states that, In the United States, an estimated 1. 5 million children were home schooled in 2007, an increase of 74 percent since 1999, according to a press release from Indiana University School of Education. The latest numbers in Indiana were 23,455 students in 2005-06, a 429 percent increase from 10 years earlier, according to the Indiana Department of Education. Lloyd from USA today reports that the number of home schooled kids have reached to 1. 5 million in the year 2007, risen up 74% from when the Department of Education’s National Center for Education Statistics started keeping track in 1999, and up 36% since 2003. Lloyd states that the reasons are mostly religious for homeschooling. The traditional means of schooling does not give the liberty to the parents for being watchful. In homeschooling, even with private tutors, parents can keep an eye on the quality of education and teaching strategies given to their children. The basic positive point about homeschooling is freedom. Children have the freedom to flexible hours of study and they do not have to go by strict schedules (Shaw). Families that move constantly from one town to another, face difficulties in changing schools again and again. Homeschooling gives them full freedom in that respect. Another reason that can be studied for homeschooling being preferred over traditional teaching methods is that no matter how good the school is, parents are still worried about their child’s safety (Davis, 27). The school may be secure enough, but it is not their home. Public schools are dissatisfactory and private schools are highly expensive. Some parents prefer homeschooling because they like to pass on their moral values to their children. Many parents have religious beliefs and they like to pass on their beliefs to their children as a means of their education (Davis, 37). The disadvantages of homeschooling can be simply put by a single word, ‘Isolation’. Schools highly serve as a means of communication and socializing for children with the outer world. In homeschooling, this channel for communication is blocked. Isabel Shaw says that, â€Å"Depending on where you live, homeschoolers may or may not be welcome to participate on teams with their public-schooled peers. Several parents did mention that a few families overcame this problem by creating their own teams. † Tara Hettinger, in her article, states that socializing, though it may seem as a hindrance in homeschooling, isn’t really much of a problem. One of the parents she interviewed, states that, in her opinion, children socialize more outside the school in their play groups rather than in schools. Other disadvantage mainly seen in homeschooling is that the level of education, often provided by the parents, may not live up to high standards. Homeschooled children may not live up to high grades, just like the rest. Davis argues that all students cannot perform with good grades (Davis, 56). There could be more reasons to this argument. The parent acting as a tutor, which is mostly common in homeschooling, should be qualified and educated to tutor the child with proper standards. If the child doesn’t reach proper standards due to the lack of knowledge or efficiency on the part of the tutor, the child is not to be blamed. As a conclusion, it is seen that most parents resort to homeschooling for their children, to get freed from worries and anxieties and to impart better educational facilities to their children in front of their eyes. Even after being aware of its disadvantages, homeschooling seems to be a better resort for parents who want their children to have more than just the average, with respect to education. Homeschooling is becoming more preferred amongst parents, due to its advantages of flexibility, more individual attention, security and variable teaching methodologies over the traditional public or private schooling. Works Cited â€Å"Homeschooling† The Columbia Encyclopedia, Sixth Edition 2008 Encyclopedia. com 16 Mar 2009 Anderson, Brian C. â€Å"An A for Home Schooling† City Journal Summer 2000. < http://www. city-journal. org/html/10_3_an_a_for_home. html>. Hettinger, Tara â€Å"Trend to go home for school is on the rise across Indiana, nation† The Evening News & The Tribune 10 January 2009. Lloyd, Janice â€Å"Home schooling grows† USA Today 1 January 2009. Shaw, Isabel â€Å"The Pros and Cons of Homeschooling† FamilyEducation. com 16 March 2009 Davis, Mimi. So – Why Do You Homeschool?. Xulon Press, 2005.

Leo Tolstoy

LEO TOLSTOY Leo Tolstoy, or Count  Lyev Nikolayevich Tolstoy[1]  (Russian:   ?) (September 9, 1828  Ã¢â‚¬â€œ November 20, 1910[2]), was a Russian writer of  realist fiction  and philosophical essays. His works  War and Peace  and  Anna Karenina  represent, in their scope, breadth and vivid depiction of 19th-century Russian life and attitudes, a peak of  realist fiction. [3] Tolstoy's further talents as essayist, dramatist, and educational reformer made him the most influential member of the aristocratic  Tolstoy family. His literal interpretation of the ethical teachings of Jesus, centering on the  Sermon on the Mount, caused him in later life to become a fervent  Christian anarchist  and  anarcho-pacifist. His ideas on nonviolent resistance, expressed in such works as  The Kingdom of God Is Within You, were to have a profound impact on such pivotal twentieth-century figures as  Mohandas Gandhi[4]  and  Martin Luther King, Jr. [5]  Many consider Tolstoy to have been one of the world's greatest novelists. [6][7] Biography Tolstoy was born in  Yasnaya Polyana, the family estate in the  Tula  region of Russia. The  Tolstoys  were a well-known family of old Russian nobility. He was the fourth of five children of Count  Nikolai Ilyich Tolstoy, a veteran of the  1812 French invasion of Russia, and Countess Mariya Tolstaya (Volkonskaya). Tolstoy's parents died when he was young, so he and his siblings were brought up by relatives. In 1844, he began studying law and oriental languages at  Kazan University. His teachers described him as â€Å"both unable and unwilling to learn. â€Å"[8]  Tolstoy left university in the middle of his studies, returned to Yasnaya Polyana and then spent much of his time in Moscow and  Saint Petersburg. In 1851, after running up heavy gambling debts, he went with his older brother to the  Caucasus  and joined the  army. It was about this time that he started writing. His conversion from a dissolute and privileged society author to the non-violent and spiritual anarchist of his latter days was brought about by his experience in the army as well as two trips around Europe in 1857 and 1860–61. Others who followed the same path were  Alexander Herzen,  Mikhail Bakunin, and  Peter Kropotkin. During his 1857 visit, Tolstoy witnessed a public execution in Paris, a traumatic experience that would mark the rest of his life. Writing in a letter to his friend V. P. Botkin: â€Å"The truth is that the State is a conspiracy designed not only to exploit, but above all to corrupt its citizens †¦ Henceforth, I shall never serve any government anywhere. † His European trip in 1860–61 shaped both his political and literary transformation when he met  Victor Hugo, whose literary talents Tolstoy praised after reading Hugo's newly finished  Les Miserables. A comparison of Hugo's novel and Tolstoy's  War and Peace  shows the influence of the evocation of its battle scenes. Tolstoy's political philosophy was also influenced by a March 1861 visit to French anarchist  Pierre-Joseph Proudhon, then living in exile under an assumed name in Brussels. Apart from reviewing Proudhon's forthcoming publication,  La Guerre et la Paix  (War and Peace  in French), whose title Tolstoy would borrow for his masterpiece, the two men discussed education, as Tolstoy wrote in his educational notebooks: â€Å"If I recount this conversation with Proudhon, it is to show that, in my personal experience, he was the only man who understood the significance of education and of the printing press in our time. Fired by enthusiasm, Tolstoy returned to Yasnaya Polyana and founded thirteen schools for his serfs' children, based on the principles Tolstoy described in his 1862 essay â€Å"The School at Yasnaya Polyana†. [9]  Tolstoy's educational experiments were short-lived due to harassment by the  Tsarist  secret police. However, as a direct forerunner to  A. S . Neill's  Summerhill School, the school at Yasnaya Polyana[10]  can justifiably be claimed to be the first example of a coherent theory of democratic education. Personal life On September 23, 1862, Tolstoy married  Sophia Andreevna Bers, who was 16 years his junior and the daughter of a court physician. She was called Sonya, the Russian diminutive of Sofya, by her family and friends. [11]  They had thirteen children, five of whom died during childhood. [12]  The marriage was marked from the outset by sexual passion and emotional insensitivity when Tolstoy, on the eve of their marriage, gave her his diaries detailing his extensive sexual past and the fact that one of the serfs on his estate had borne him a son. [11]  Even so, their early married life was ostensibly appy and allowed Tolstoy much freedom to compose  War and Peace  and  Anna Karenina  with Sonya acting as his secretary, proof-reader and financial manager. [11]  However, their latter life together has been described by  A. N. Wilson  as one of the unhappiest in literary history. Tolstoy's relationship with his wife deteriorated as his beliefs became increasingly radical. This saw him seeking to reject his inherited and earned wealth, including the renunciation of the copyrights on his earlier works. His fiction consistently attempts to convey realistically the Russian society in which he lived. Anna Karenina  (1877) tells parallel stories of an adulterous woman trapped by the conventions and falsities of society and of a philosophical landowner (much like Tolstoy), who works alongside the peasants in the fields and seeks to reform their lives. Tolstoy not only drew from his own life experiences but also created characters in his own image, such as Pierre Bezukhov and Prince Andrei inWar and Peace, Levin in  Anna Karenina  and to some extent, Prince Nekhlyudov in  Resurrection Anna Karenina Great changes were taking place during the mid-1870s in Russia. The serfs had been liberated in 1861. This was a long-overdue economic change in Russian society, but unfortunately it was not matched with land reform. As a result, most former serfs continued to work on the large farms as â€Å"free† peasants. The â€Å"land question,† also known as the â€Å"peasant question,† was a major political issue in Russia at the time of Anna Karenina. Tolstoy weighs in on this issue in many parts of the book, especially Part Three. At the same time, Russia was slowly and painfully undergoing a process of modernization. Western Europe had already completed many stages of industrialization, and Russia was far behind. Many of the new changes that were happening within Russia were in response to the changes in Europe. Western thought about democracy, liberalism, and social change accompanied the technological innovations that were imported throughout the mid-1870s and later 19th century. While many intellectuals and members of society saw this phenomenon in a positive light, others, like Tolstoy, were horrified by the negative aspects of Western â€Å"progress†? the rise of the urban center, the emergence of capitalism, decadent living, and the disconnection of people from the land. Some of Tolstoy's horror was well-placed: not all Western innovations would work in Russia. For all of its backwardness, Russia was not Europe, and few ideas or technological innovations would change that fact. The scene in which Levin attempts to implement a new agricultural theory on his farm and meets with resistance from his peasants, for example, has a basis in reality. A great deal of the spiritual underpinnings of Anna Karenina, especially Levin's struggle to find the Lord, are based on Tolstoy's own life. One critic has called Anna Karenina a â€Å"spiritual autobiography. † Tolstoy went through many religious crises in his life and struggled to find a way of living religiously that fought against the hypocrises and greed of the Greek Orthodox Church. Though the Church is not addressed specifically in this novel? indeed, Tolstoy was excommunicated a few years after its publication and was probably being careful not to upset them with any commentary in Anna Karenina? it is vital to think about Tolstoy's own spiritual questions when reading this book. Gabriel Garcia Marquez Latin-American journalist, novelist and short story writer, a central figure in the so-called Magic Realism movement. Gabriel Garcia Marquez was born in Aracataca, in the â€Å"banana zone† of Colombia, the first child of Luisa Santiaga Marquez, the daughter of Colonel Nicolas Marquez, and Gabriel Eligio Garcia, an itinerant homeopath and pharmacist. Soon after his birth, his parents left him to be reared by his grandparents and three aunts. At the age of fifteen, he was sent to the Liceo de Zipaquira, a high school for the gifted. He then studied law and journalism at the National University in Bogota and at the University of Cartagena. In 1982 Garcia Marquez was awarded the Nobel Prize for Literature. Love in the time of cholera Love in the Time of Cholera, published in 1985, was  Gabriel Garcia Marquez's first book after winning the Nobel Prize for Literature in 1982. Although it has often been compared negatively with Marquez's greatest achievement,  One Hundred Years of Solitude, many critics see Love in the Time of Cholera as a convincing and powerful love story that deftly accomplishes the goal Marquez et for himself: writing a story about love between two people of an age that no respected writer had managed before Gustave Flaubert French novelist of the realist school, best-known for MADAME BOVARY (1857), a story of adultery and unhappy love affair of the provincial wife Emma Bovary. As a writer Flaubert was a perfectionist, who did not make a distinction between a beautiful or ugly subject: all wa s in the style. The idea, he argued, only exists by virtue of its form – its elements included the perfect word, cunningly contrived and verified rhythms, and a genuine architectural structure. Madame Bovary  was first translated into English by Karl Marx's daughter Eleanor Marx. Gustave Flaubert was born in Rouen into a family of doctors. His father, Achille-Cleophas Flaubert, a chief surgeon at the Rouen municipal hospital, made money investing in land. Flaubert's mother, Anne-Justine-Caroline (nee Fleuriot), was the daughter of a physician; she became the most important person in the author's life. Anne-Justine-Caroline died in 1872 Flaubert began to write during his school years. At the age of fifteen he won a prize for an essay on mushrooms. Actually his work was a copy. A disappointment in his teens – Flaubert fell in love with Elisa Schlesinger, who was married and some 10 years his senior – inspired much of his early writing. His bourgeois background Flaubert found early burdensome, and eventually his rebel against it led to his expulsion from school. Flaubert completed his education privately in Paris. On his return Flaubert started  Madame Bovary, which took five years to complete. The realistic depiction of adultery was condemned as offensive to morality and religion. nce Flaubert said: â€Å"Emma, c'est moi. †Ã‚  Delphine Delamare, who died in 1848, is alleged to have been the original of Emma Bovary. Flaubert died of a cerebral hemorrhage on May 8, in 1880. Flaubert's other, non-literary life was marked by his prodigious appetite for prostitutes, which occasionally led to venereal infections. Direct experiences of the author also were reworked into the novel. For instance, in creating Emma Bovary, the novel's protagonist, Flaubert was inspired by his mistress Louise Colet, who gave him the insight to consider Emma's discontented childhood. Moreover, Doctor  Lariviere  was based on Flaubert's father, and the maid Felicite was based on Flaubert's nurse, Julie. Flaubert also used medical terminology with the help of his brother Achille and his friend Bouilhet. Initially the novel was considered highly controversial due to its depiction of adulterous affairs, and it was the subject of a trial in 1857. Flaubert delves into the sexual relations between Emma and her lovers and, more importantly, appears to glorify adultery and disgrace marriage. Since it was considered inappropriate for the public, precautions were taken to prohibit access to the book. Setting The setting of Madame Bovary is crucial to the novel for several reasons. First, it is important as it applies to Flaubert's realist style and social commentary. Secondly, the setting is important in how it relates to the protagonist Emma. It has been calculated that the novel begins in October 1827 and ends in August 1846 (Francis Steegmuller). This is around the era known as the â€Å"July Monarchy†, or the rule of  King Louis-Philippe. This was a period in which there was a great up-surge in the power of the bourgeois middle class. Flaubert detested the bourgeoisie. Much of the time and effort, therefore, that he spends detailing the customs of the rural French people can be interpreted as social criticism. Flaubert put much effort into making sure his depictions of common life were accurate. This was aided by the fact that he chose a subject that was very familiar to him. He chose to set the story in and around the city of  Rouen  in  Normandy, the setting of his own birth and childhood. This care and detail that Flaubert gives to his setting is important in looking at the style of the novel. It is this faithfulness to the mundane elements of country life that has garnered the book its reputation as the beginning of the literary movement known as â€Å"literary realism†. Flaubert also deliberately used his setting to contrast with his protagonist. Emma's romantic fantasies are strikingly foiled by the practicalities of the common life around her. Flaubert uses this juxtaposition to reflect on both subjects. Emma becomes more capricious and ludicrous in the harsh light of everyday reality. By the same token, however, the self-important banality of the local people is magnified in omparison to Emma, who, though impractical, still reflects an appreciation of beauty and greatness that seems entirely absent in the  bourgeois  class. Flaubert's novel is a landmark in that unlike the literature of his predecessors, it produces a story of gritty and perhaps even jarring reality. While even today the romanticism of the â€Å"Hollywood ending† is popular, the real ism of â€Å"Madame Bovary† was quickly reflected in classic works such as Fyodor Dostoevsky's â€Å"The Idiot† (1869) and Leo Tolstoy's â€Å"Anna Karenina† (1877). This paper uses the author's tones in â€Å"Anna Karenina† and â€Å"Chronicle of a Death Foretold† to compare Leo Tolstoy's and Gabriel Garcia Marquez's cynical tone towards society. Both authors use satire and irony to criticize the corruption of society and the institution of marriage. The paper shows that Tolstoy focuses on his disapproval of the upper-class aristocracy, while Garcia Marquez satirizes society in general. Tolstoy does not present the aristocracy with much honor or morals, unlike Garcia Marquez who uses a town that, although is corrupted, still has a strong moral back bone.

FINANCIAL AND INVESTMENT (research Vodafone plc and British Telecom Essay

FINANCIAL AND INVESTMENT (research Vodafone plc and British Telecom plc of Telecommunications company in uk) - Essay Example This report identifies the relevant industry-related and economic-related factors which drive today’s strategic decision-making in both companies. Both Vodafone and BT thrive within a very regulated environment. Depending on the nature of the product or services, various regulation exists which dictate pricing limitations and overall service provision. British Telecom recognizes this and routinely expresses the business’ awareness of regulatory issues and how they relate to the long-term stability of the business. The Chief Executive Officer of Vodafone describes regulation as a risk to â€Å"market share, competitive position and future profitability† (Verwaayen, 2007: 27). From a strategic standpoint, regulation is a routine part of business operations, however when various legislation is provided in different, multinational regions the business must consider whether the foreign environment is worth the investment or whether new market opportunities should be researched. Moving either Vodafone or British Telecom presence into different markets which maintain less regulatory activities (such as price controls) w ould allow the company to have autonomy regarding the provision of competitive pricing which best befits the business model and profit expectations. It is clear that both Vodafone and BT must consider regulatory compliance in many varieties of business decision-making. Regulatory activity also comes in the form of litigation, where different foreign taxing powers regularly assess the value of company activities and demand capital gains taxes or other regional taxing expectations. Currently, Vodafone has appealed a case to the Supreme Court in which the business is being requested by the government in Bombay, India to pay approximately  £2 billion in capital gains taxes (Leahy and Betts, 2008). In a situation where both Vodafone and British Telecom have leveraged the

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Rhetorical Precis Essay In The Organization Kid, an article published in The Atlantic Monthly in April of 2001, David Brooks discusses the willing conformism and social subservience of the educational elite and reinforces his points through usage of a heavily pathos-based timeline, quotes, textual examples and statistics. Brooks’ examples are both well structured and particularly effective. He compartmentalizes his arguments, shows instances of change over time and directly and effectively targets the emotions of his audience. Brooks’ masterful usage of tactics and strategies such as this makes the narrative quite effective in terms of emphasizing his main goal: drawing attention to the growing trend of willing subservience amongst the educational elite. Brooks’ statement is indeed quite relevant in reference to major issues in ever-changing modern society. Vocabulary * Prudential – Involving or showing care and forethought, typically in business. * Sacrosanct – Regarded as too important or valuable to be interfered with. * Meritocratic – Government or the holding of power by people selected on the basis of their ability. * Nihilism – The rejection of all religious and moral principals, often in the belief that life is meaningless. * Ganglia – A structure containing a number of nerve cell bodies, typically linked by synapses, and often forming a swelling on a nerve fiber. Tone * Critical * Analytic * Factual * Condemnatory Rhetorical Strategies * Hyperbole – â€Å"soul crushing† * Asyndeton – â€Å"there are pesticides on our fruit, cigarettes in the school yards, rocks near the bike paths, kidnappers in the woods.† * Alliteration – â€Å"Baby Boomers† * Personification – â€Å"the argument speaks† * Simile – â€Å"like flies to a light† Discussion Questions * Clarification – Why does the author draw different conclusions regarding societal issues at the end of the narrative than he at the beginning? * Style – Does the writer’s style of citing sometimes-unrelated information to support his argument act as beneficial or detrimental in regards to emphasizing his points? * Application – While the author certainly made his perceived issues with today’s society quite clear, he never exactly expanded on what he would do to repair it. What do you believe would be the best course of action to take to restore the missing sense of the â€Å"ultimate challenge† and â€Å"ultimate reward†? Important Quotation â€Å"The most sophisticated people in preceding generations were formed by their struggle to break free from something. The most sophisticated people in this one aren’t.†

Standard Operating Procedures (SOP) Essay Example for Free

Standard Operating Procedures (SOP) Essay 1. PURPOSE: This Standard Operating Procedures (SOP) defines how to conduct clearing, disassembling, cleaning, inspection for serviceability, and lubricating and reassembling of the M4 and/or the M4A1 carbine on a weekly basis. 2. APPLICABILITY: 3rd Platoon, HHC, 5th Signal Command 3. REFERENCES: Lubricate order (LO); Soldier Training Publication 21-1-Soldier Manual of Common Task; TM 9–1005–319–10; and DA Form 2404, Equipment Inspection and Maintenance Worksheet. 4. RESPONSIBILITIES: a. All Soldiers will be responsible for properly clearing, disassembling, cleaning, inspecting for serviceability, lubricating, and reassembling of their M4 or M4A1. b. All Soldiers will be responsible for their assigned weapon and make sure weekly maintenance is conducted and inform the unit armorer of any deficiencies found during training or weapon maintenance. c. Complete three copies of DA Form 2404 for each M4 or M4A1 carbine. Turn in one copy to the armorer, Keep one copy for individual records, and give a copy to the platoon sergeant. 5. PROCEDURES: a. Weapons will be checked and cleared prior to disassembly of your weapon. When clearing your weapon, put your weapon on safe if not done so already, and have your battle buddy ensure that the firing chamber is clear. b. When disassembling your weapon, follow procedures IAW TM 9-1005-319-10 for proper instructions. When disassembly is completed, keep all components in a centralized location so as to prevent misplacing weapon parts. c. Clean each part with the required weapons cleaning kit provided to you by the arms room. Ensure that all parts are free of dirt, grime, dust, and carbon. d. Upon cleaning, inspect your weapon to ensure that there are no missing  components, cracks, dents, or other discrepancies that would interfere with the weapon’s operation. Any and all discrepancies will be annotated on DA From 2404, Equipment Inspection, and Maintenance Worksheet. 6. SPECIFIC INSTRUCTIONS: The arms room is open daily from 0900 hrs to 1630 hrs.

Why trade barriers need to be reduced

Why trade barriers need to be reduced Over the last thirty years, the environment in which international business operates has become subject to the forces of globalisation and increasing world integration. One might even say that globalisation is the buzzword of economics today. Consequently, to have the world as one, the need to reduce trade barriers between countries arises. To support this view, the WTOs Doha Development Agenda (also known as the Doha Round) states that the non-agricultural market access (NAMA) negotiating groups mandate is to reduce, or as appropriate, eliminate tariffs, including the reduction or elimination of tariff peaks, high tariffs, and tariff escalation, as well as non-tariff barriers, in particular on products of export interest to developing countries. The economic importance of non-tariff measures (NTMs) has thus, become the main concern of many countries around the world. Moreovever, with the steady decrease in worldwide tariffs accomplished in the various rounds of multilateral trade negotiations over the past several decades, the attention of both policy-makers and economists has turned to the role played by non-tariff methods of protection. Especially for the purpose of negotiations, it is important that the impacts of these NTMs be quantified. Yet this has proven difficult. Variation across countries in product prices is due to many factors of which NTMS are just one. In addition, there are many types of NTMs namely quotas, non-automatic licensing, bans, prior authorization for protection of human health, local content requirements, among others which defy the development of a simple uniform method to convert the effect of these quantity controls into tariff-equivalents. However, the World Trade Organisation (WTO) which is an international body with the purpose of promoting free trade by persuading countries to abolish import tariffs and other barriers, has played an important role in the setting up of the non-tariff measures. However, the mushrooming of non-tariff measures globally, may also have adverse effects on the economy of a country and the government has to take appropriate actions to protect trade. 1.0 World Trade Organisation 1.1 What is the WTO? The WTO is the only global international organisation dealing with the rules of trade between nations. At its heart are the WTO agreements, negotiated and signed by the bulk of the worlds trading nations and ratified in their parliaments. The goal is to help producers of goods and services, exporters and importers conduct their business, while allowing governments to meet social and environmental objectives. The systems overriding purpose is to help trade flow as freely as possible which partly means removing obstacles. 1.2 Brief History of the WTO The World Trade Organisation became operational in 1995. One of the youngest of the international organisations, the WTO is the successor to the General Agreement on Tariffs and Trade (GATT) established after World War II. GATT and the WTO have helped to create a strong and prosperous trading system contributing to unprecedented growth. The exceptional growth in world trade during the past 50 years is as follows: Merchandise exports grew on average by 6% annually and total trade has increased 22 times from 1950 till 2000. The WTO developed after several rounds of negotiations under GATT. The first rounds dealt mainly with tariff reductions but later, negotiations included other areas such as anti-dumping and non-tariff measures. The last round which led to the WTOs creation was the Uruguay Round. The following table illustrates the different round which took place and the issues which were discussed. 1.3 Functions of the WTO The WTO can be viewed from different angles. Apart from being an organisation for trade liberalisation, it is a forum for governments to negotiate trade agreements. The WTO is also a place for settlement of trade disputes which is rules-based. Hence, the main functions of the WTO are described below: 1.3.1 Administering WTO trade agreements 1.3.2 Forum for trade negotiations The core activity of the WTO is to negotiate between the members on how to decrease trade barriers worldwide. Thus, the WTO provides the forum for negotiations among its members concerning their multilateral trade relations in matters dealt with under the agreements and a framework for the implementation of the results of such negotiations, as may be decided by the Ministerial Conference. However, it is must be note that although the main objectives of the WTO is to reduce trade barriers between countries and liberalise trade, the WTO will maintain the trade barriers in circumstances like protection of consumers and prevention of diseases. 1.3.3 Handling trade disputes Handling trade disputes is the third important aspect of the work of the WTO. Even trade agreements which have been meticulously negotiated may create conflicts between governments. Hence, the best way to settle these differences is through some neutral procedures based upon a legal framework. This is the reason for which WTO agreements exist. 1.3.4 Monitoring trade policies The WTO agreements are negotiated and signed by the worlds trading nations. These documents provide the legal aspects of international trading. They are mainly contracts, binding governments to keep their trade policies within the agreed limits. Although these agreements are negotiated and signed by governments, the aim is to help producers of goods and services, exporters, and importers conduct their business while also allowing governments to meet social and environmental objectives. The main purpose of this system is to help easy flow of trade and prevent side effects. This is important so as to provide a better economic development of a country. Moreover, these rules need to be transparent and predictable. 1.3.5 Technical assistance and training for developing countries The WTO provides guidance to countries on complex issues. It also provides support and training to developing countries in order to help them to fully integrate the system. 1.3.6 Cooperation with other international organisations Along with other international firms and organiations, the WTO is constantly looking for new measures about how to reduce tariffs and promote equal trading rights among all nations. 2.0 Non-tariff measures It is widely recognised that non-tariff measures (NTMs) are more economically harmful to the world trading system and individual countries than tariffs (Bosworth, 1999). While tariffs have been reduced through multilateral trade negotiations, NTMs have emerged as alternative measures to protect domestic industries, particularly in the 1970s and 1980s in response to the drastic tariff reductions in developed countries. Tariff reduction or elimination would become no doubt worthless if alternative trade impeding measures prevent trade liberalisation and deteriorate social welfare. In fact, the WTO is actively identifying and analysing non-tariff measures (NTMs) which are the less apparent restrictions on the free flow of trade. Although the identification and analysis of NTMs has significantly evolved, understanding their nature and trade effects remains a challenge for analysts and policymakers. Moreover, it is important to highlight that the OECD has engaged itself to use the available information in trying to increase free flow trade and implement policies in reducing tariff measures. 2.1 Definition of NTMs Despite increasing concerns on NTM issues becoming a serious impediment to international trade, there is no consensus on a definition of the explicit range of NTMs. NTMs are composed of whichever measures other than tariffs that distort international trade, regardless of whether they are border or internal types of measures. NTMs are defined as policy measures, other than ordinary customs tariffs, that can potentially have an economic effect on international trade in goods, changing quantities traded, or prices or both. The term NTM has been widely used in the GATT and the UNCTAD. Baldwin (1970) defines NTMs as any measure (public or private) that causes internationally traded goods and services, or resources devoted to the production of these goods and services, to be allocated in such a way as to reduce potential real world income. The East African Communitys working definition of NTMs is quantitative restrictions and specific limitations that act as obstacles to trade (World Bank 2008: iii). NTM definitions are generally residually defined: any trade barrier that is not a tariff is a non-tariff barrier. This creates two problems: the rationale for trade barriers is not discussed; and the number of NTMs becomes very high and their nature diverse.Based upon Laird and Vossenaar (1991), NTMs are classified according to the instant impact of the measure. The measures identified are listed below: Measures to control the volume of imports. Measures to control the price of imported goods. Monitoring measures, for example price and volume investigations and surveillance. Production and export measures. Technical barriers. NTMs may serve legitimate social objectives or they may be instruments of protectionism. These two options may even be mixed as a NTM may be designed to serve a legitimate objective, but vested interest may influence to policy process to affect either the design or the implementation of the NTM to their advantage. Import quotas function much like tariffs and are an example of an illegitimate NTM. Food safety standards are an example of a potentially legitimate NTM. The standards are set to safeguard public health and if that is their true function they are legitimate. They may, however, be misused, for instance, by requiring costly test procedures for imports. In that case, they are illegitimate and should be either removed or redesigned or be implemented in a non-discriminatory way. 2.2 Non-tariff measures in WTO trade policies reviews Regulations and other non-tariff barriers are rapidly overtaking tariffs as the main obstacle to trade. The WTO has a unique instrument that could be used to shed much needed light on these measures. The WTO secretariats trade policy reviews (TPRs) contain long sections on the tariffs, subsidies and anti-dumping duties in place in the country under scrutiny. Dealing with these instruments is a gratifying since it is relatively easy to calculate average tariffs, add up subsidies and count anti-dumping measures. Any protectionist intent or harmful effects for the economy are immediately understood by most readers. The WTOs TPRs give short shrift to regulatory trade barriers. Their treatment is generally short, superficial and unsystematic. This take-it-easy approach is becoming increasingly problematic. Tariffs and subsidies are on a long-term downward trajectory (despite the current crisis), whereas non-trade regulation with serious effects on trade is abounding. It is time for the TPRs address this challenge. A starting point would be a well-organised and comprehensive overview of the regulations in place and future legislative intentions. In order to permit comparison across time and countries, this should be complemented with such quantitative and standardised descriptions of regulatory barriers as can be assembled at reasonable cost. If reliable analysis of trade and welfare effects of regulatory barriers is available, it should also be included in the TPRs. The most important aspect, however, should be a thorough and critical examination of policy-making processes. TPRs should report on a list of key policy-making characteristics and compare them to best practice standards. The reviews should, for instance, offer a clear description of how countries arrive at sanitary and phytosanitary (SPS) measures. This could be done by focusing on the procedural provisions that WTO Members take to implement their obligations under the SPS Agreement. In sum, TPRs could be an important tool for tackling excessive trade barriers arising from non-tariff measures without having to go through dispute settlement. It could harness the power of transparency triggering international and domestic pressure to remove unjustifiable barriers and to improve decision-making procedures so that inappropriate measures are not taken in the first place. But this would require giving more authority and resources to the WTO secretariat. Ideally, TPRs on non-tariff measures would be published as a separate report. If the WTO addresses the transparency challenge, it can facilitate unilateral liberalisation and prepare a better starting ground for future multilateral negotiations. While enhanced treatment of non-tariff measures needs special attention, a broader change is required. TPRs should be transformed from a diplomatic exercise in Geneva into a transparency instrument that involves the stakeholders in the country under review. This implies that the process of writing reviews should become open to public scrutiny and allow for improved stakeholder participation. Such changes would facilitate greater analytical depth and critical rigour, and they would instil a sense of domestic ownership. A further step would be to present and discuss the TPRs in the country under review. Success with this enabling long-term agenda could give meaning and energy to the WTO. It might even go some way in compensating for the damage to the prestige of the WTO resulting from the Doha quagmire. 3.0 Classification of Non-Tariffs measures There are several types of non-tariff measures imposed by trading countries. According to the typology of NTMs drawn up by the United Nations Conference on Trade and Development (UNCTAD), these include non-tariff charges, quantitative restrictions, government participation in trade and similar restrictive policies, customs procedures and administrative policies, and finally, technical standards (UNCTAD 1994). These measures increase the cost of production for companies serving in foreign markets, raising entry barriers with higher up-front costs and diminishing the ability of firms to compete in the process. The costs depend on the stringency of measures adopted, the required speed of implementation, the nature of the supply chain and the technical measures already in place in the exporters domestic market (OECD 2001). Thus, middle-income developing countries that already have relatively stringent technical and health standards, for example, might not experience a very high cost of adjustment vis-Ã  -vis the NTMs adopted in developed export markets. Studies that examine the extent of NTM application in different countries often employ a classification system to distinguish among the myriad measures. One classification is the UNCTADs Coding System of Trade Control Measures. This system segregates NTMs into: price control measures; finance measures; automatic licensing measures; quantity control measures; monopolistic measures; and technical measures. Sanitary and phytosanitary standards (SPS), as well as technical barriers to trade (TBT), fall under the last group (technical measures), and are often found under the subcategories on product characteristics requirements and testing, and inspection and quarantine requirements. The World Trade Organization (WTO), for its part, maintains the Negotiating Group on Market Access for Non-agricultural Products (NAMA) Inventory of Non-tariff Measures. This list groups NTMs into: government participation in trade and restrictive practices tolerated by the government; customs and administrative entry procedures; technical barriers to trade; sanitary and phytosanitary measures; specific limitations; and charges on imports. The final source for the core NTMs Database is the World Trade Organizations TPR. Measures are compiled from those mentioned in the Trade Policies and Practices by Measure section of the TPR. Within this section, most nontariff measures are summarised in the introduction followed by a more detailed description of the types of measures and the products affected. Donnelly and Manifold (2006) examined the United States Trade Representatives National Trade Estimate Report on Foreign Trade Barriers, the European Unions Market Access Database, and the WTOs Trade Policy Reviews to compile a list of non-tariff measures reported by 53 countries. Because these three sources do not use a standard classification system, the authors made their own list of 15 categories. These are: anticompetitive practices/competition policy; intellectual property rights; corruption; investment-related measures; customs procedures; sanitary and phytosanitary measures; export-related measures; services; standards, testing, certification and labeling; government procurement; import licensing; state-trading; import prohibitions; taxes; and import quotas. 3.1 Analysis of the NTMs 3.1.1 Anticompetitive practices/competition policy These measures allocate exclusive or special preferences or privileges to one or more limited group of economic operators. Hence, certain agencies may benefits from the exclusive importation of a range of products. An example will be the importation of salt and tobacco which are reserved for the respective state trading companies. Another example is that crude petroleum is imported exclusively be the government. Moreover, for some products, the imported need to transact with the national service as some product need to insured by the government and it should also require the use of national transport like ships, etc. 3.1.2 Measures to increase price of imports Measures used to implement the control of prices of imported articles in order to support the domestic price of certain products when the import price of these goods are lower; establish the domestic price of certain products because of price fluctuation in domestic markets, or price instability in a foreign market; and counteract the damage resulting from the occurrence of unfair foreign trade practices. It includes the use of reference price mechanisms, variable levies, antidumping duties and countervailing measures. Tariff-type measures such as tariff quotas and seasonal tariffs also are usually intended to increase import prices under given circumstances. Voluntary export price restraints fall under this broad category of intent. Important components under this heading are mainly: Administrative pricing Voluntary export price restraints Variable charges Antidumping measures Countervailing measures Safeguard duties Seasonal duties 3.1.3 Import prohibitions Quantity control measures are aimed at restraining the quantity of goods that can be imported, regardless of whether they come from different sources or one specific supplier. These measures can take the form of restrictive licensing, fixing of a predetermined quota or through prohibitions The export restraint agreements consist of voluntary export restraints. This mainly covers the measure employed for the administration of bilateral agreements under the Multi- Fibre Arrangement and, more recently, the WTO Agreement on Textiles and Clothing and it also promotes an Orderly Marketing Agreements. An import licence is not granted automatically. The licence may either be issued on a discretionary basis or may require specific criteria to be met before it is granted. The uses of the products need also to be specified. E.g. Licence to import steel is granted only if it is used for the construction of a bridge. Non economic licences can also be granted for religious, moral, cultural or even political reasons. E.g. Imports of alcoholic beverages are permitted only by hotels and restaurants. A quota is a restriction of importation of specified products through the setting of a maximum quantity or value authorized for import. We have different types of quotas; Global quota Global Quotas are established on the basis of the total quantity or value of imports of specific products. It is classified in 2 sub section; i.e. Unallocated quotas which uses the system of fist come first serve (e.g. Imports of wheat is subject to a maximum limit of 20 million tons per year from any country) and Quotas allocated to exporting countries whereby the quotas are pre-allocated among exporters (e.g. Imports of wheat is subject to a maximum limit of 20 million tons per year allocated to exporting countries according to the average export performance of the past three years). Bilateral quotas Bilateral quotas are for a specific exporting country. E.g. a maximum of 10 million tons of sugar may be imported from a certain Country. Seasonal quotas Seasonal quotas are established for a given period of the year, usually set for certain agricultural goods when domestic harvest is in abundance. An example will be quota for import of strawberries is established for imports from March to June each year. Quotas linked with purchase of local goods It is the percentages bought by the local importer. Quotas for non-economic reasons Non economic quotas enclose religious, moral or cultural and political aspects of the quota. Tariff Rate Quotas It is a system of multiple tariff rates applicable to a same product: the lower rates apply up to a certain value or volume of imports, and the higher rates are charged on imports which exceed this amount. Quotas linked with domestic production Compulsory linkage of imports (of materials or parts) with local production Example: Import of coal is limited to the amount used in the previous year in the production of electricity. Other criteria like prohibition, suspension and different types agreement of certain products are also included under this heading. 3.1.4 Taxes other than customs tariff Tax Measures, other than tariffs measures that increase the cost of imports in a similar manner, i.e. by fixed percentage or by a fixed amount. Customs Surcharges, Service charges like (Custom inspection, processing and servicing fees and Merchandise handling or storing fees), and additional taxes are the different types of tax that a certain type of products need to abide. 3.1.5 Finance measures Financial measures are intended to regulate the access to and cost of foreign exchange for imports and define the terms of payment. They can also contribute to increase import cost just like tariff measure. Advance payment whereby a sum of money is paid at the time the deal has been sealed and multiple exchange rate falls under this category. 3.1.6 Trade-related investment measures This section can be divided into Local content measures and trade balancing measures. Local content measures Requirement to use certain minimum levels of locally made component, restricting the level of imported components. E.g. Imports of clothing is allowed only if more than 50% of the materials used are originating from the importing country. Trade balancing measures Measures limiting the purchase or use of imported products by an enterprise to an amount related to the volume or value of local products that it exports. E.g. A company may import materials and other products only up to 80% of its export earning of the previous year. 3.1.7 Export related measures Subsidies may be directly applied to output or value added, or they may be indirectly applied, i.e. paid to material or other inputs into the production process. They may arise from payments or the non-collection of taxes that would otherwise be due. Restrictions by mean of taxes or prohibitions may also be imposed on production or exports. 4.0 Consequences of NTMs 4.1 Problems caused by the mushrooming of NTMs Bora (2003) identified three main consequences of the mushrooming the NTMs. The overall level of trade is lower than it should have been. Internationally prices are not at the levels dictated by the law of one price. The elasticity of trade flows to price changes is dampened. The first two points are basic to the economists rationale for trade, namely increasing efficiency. The last point, namely the dampened responsiveness of trade flows to price changes, is of major interest. Three issues have been identified and there are: The first issue is that, our global economy today has external imbalances of unprecedented size in absolute terms. The preferred means to resolve these imbalances is through exchange rate flexibility. At the same time, it is commonly observed that exchange rates tend to overshoot as the adjustment process unfolds. A dampening of trade elasticities would logically work to slow or weaken the adjustment of external imbalances. Accordingly, imbalances might persist for longer periods and potentially reach larger dimensions while the exchange rate swings needed to correct those imbalances would be of even greater amplitude. Turning the argument around, increasing the responsiveness of trade flows to prices would cause more rapid external adjustment of imbalances to exchange rate corrections and thus reduce the chance of large imbalances arising in the first place. Without going so far as to make judgments concerning the quantitative significance of NTMs in the current problems of global a djustment, a proliferation of such measures might well be a contributing factor. Second, a slower response of trade flows to prices is effectively the same as a reduction in similarity of domestic and foreign goods and services. That is, there is an implicit reduction of the cross-price elasticity of imports vis-Ã  -vis domestically produced goods. In turn, this means that price competition from imports is lower than it otherwise would be. NTMs that reduce the elasticity of imports thus not only convey protection to domestic producers from imports, they create increased monopolistic pricing power domestically, with implications for domestic policy. For example, in response to trade liberalization, governments appear to have been willing to see greater domestic industrial consolidation in the belief this would promote export competitiveness, implicitly counting on competition in the domestic market being provided by trade. But if proliferating NTMs reduce the competition flowing from trade, we get the worst of all worlds which are limited domestic competition and ineffective trade competition. This is perhaps one of the factors prompting civil society response to globalization which targets growing corporate power. The third issue is that the gains from trade liberalization derive from the responsiveness of imports to changes in relative prices through tariff reductions, a dampened price response will lead to disappointing results from trade liberalization compared to expectations which are calibrated according to assumed stronger responses. 4.2 Consequence of UNCTAD and WTO decisions on NTMs It is inevitable that there is a certain arbitrariness in such a classification. For example, most measures, including technical barriers, have price and quantity effects. A glossary of individual non-tariff measures, derived from Laird and Yeats (1990), and based on the above five broad categories of NTMs. OECD (1994), dealing only with agriculture, lists some 150 measures or bodies administering country-specific schemes. In the UNCTAD classification these would fall within the more limited, but more general, list of individual measures, since many are simply national descriptions for a widely used basic measure. Typically, the objectives or motives for using NTMs range from the long-term desire to promote certain social and economic objectives, including broad economic, industrial or regional development, to shorter term purposes such as balance of payments (BOP) support or action to protect a specific sector from import surges or from dumped or subsidized imports. Price or volume control measures or subsidies have been used In any type of liberalization simulation, it may be important to look realistically at the likelihood of such measures being removed. It is unlikely that Governments will remove permanent controls on technical barriers to trade or on trade in arms, drugs, pornography and so forth, although technical barriers may become more harmonized. However, support for industrial development can be achieved in more open economies supported by improved macroeconomic management and realistic exchange rates. Furthermore, Governments seem attached to support for specific sectors (sometimes in key political constituencies) by means of hidden subsidies through government procurement and technology development (e.g. aircraft), but so far international disciplines on the use of such measures remain relatively weak. As a consequence, even after the Uruguay Round, there are still important peaks in sectoral protection in most countries, sometimes in the same sector, for example textiles and clothing. It is important to realize that GATT (including GATT 1994, negotiated in the Uruguay Round) does not ban the use of all NTMs. Laird and Vossenaar (1991) argue that after the Preamble and the first three articles of the GATT, which deal with the overall objectives of GATT, most-favoured-nation (MFN) treatment, tariff reductions and national treatment, one enters the realm of exceptions and sets of rules which deal at least as much with how and when protection may be imposed, especially by means of non-tariff measures, as they do with liberalization. The Tokyo Round and Uruguay Round Agreements are a further extension of this idea, although the Uruguay Round results should see a reduction in the use of some important NTMs. For example, ERAs, the MFA, export subsidies and farm production support. 4.3 NTM problems faced by Indonesian Exporters Indonesia may face NTM problems with countries like US, Japan and European countries, which are their main destination for trading. The products selected will be: Agricultural product (mainly palm oil and fisheries) Textile and garment product Wood product (mainly plywood) Electronic (parts) Exporting to the US Footwear and garment product, Furniture Parts thereof; Electronics and Parts and Natural Rubber Latex; among other are the most common commodities exported to the US. However the Indonasian exporters have been facing major problem due to the non tariff measure. In 2002, the US restricted the import of shrimps as the argued that not the proper method of harvesting was used and the sanction was imposed against the background of sea turtle conservation and shrimp import. In the year 2004, Several Asian countries shrimp commodities had been charged with US antidumping regulation. In steel and rubber products, the US government to collect antidumping fine from foreign competitors and disburse them to the affected US firms. This was protested by Indonesia and other countries in WTO panel meeting in 2002. Indonesia assumed that such trade policy

Taking the Rap :: essays research papers

The role of rap as a music form and the perception of rappers as a whole has changed over the past ten years. It was a slow process for rap as a whole to be accepted as music and eventually be recognized by critics and award ceremonies. The advent of â€Å"gangster† rap brought about a new group of rappers with criminal histories and raunchy over the top lyrics. Many rappers today, like Eminem, have highly publicized criminal histories that overshadow the meaningful messages and damage the careers of otherwise model citizen rappers.   Ã‚  Ã‚  Ã‚  Ã‚  Eminem became the next hit in rap in 1999 with extremely violent and shocking lyrics that included descriptions of raping and killing his ex-wife and vicious slurs against homosexuals. I was a fan of the music simply for the shock factor like many teens of the time but I grew tired of it and moved on to more meaningful work. He followed this formula for two more albums which sold over a million copies just like his debut. He then backed up this image with drug, weapons, and assault charges in the following years. Then Eminem discovered the next â€Å"big hit† in rap when he signed 50 Cent, another convicted criminal who survived 9 bullet wounds. These are just a few cases of the media hyped crimes of a few rappers. All of these deliquent activities were used to stereotype rappers as a whole, while many other rapper’s positive activities and attempts for career advancement went unnoticed or were hindered.   Ã‚  Ã‚  Ã‚  Ã‚  During the same time Eminem released his controversial albums rap acts like Outkast, Goodie Mob, Mos Def, and The Roots produced albums with positive life morals, uplifting messages, and politically charged lyrics. I was displeased to see some of the albums sell well but gain none of the notoriety of the artists constantly in the news. Only rap fans and a few music critics were aware of these positive notes, while the rest of society only got the news story of the most recent rapper’s unlawful blunder. The effects were not fully realized until a large promotional deal between rapper Ludacris and Pepsi came to light.   Ã‚  Ã‚  Ã‚  Ã‚  Ludacris signed a multi-commercial ad campaign with Pepsi in 2002 when the company began to look for a â€Å"hipper† image. Ludacris uses profane language and mature situations in his lyrics but it is humorous and so over the top it is obvious it is a persona that he knew would sell.

The Philip Morris Anti Smoking Campaign Essay -- Essays Papers

The Philip Morris Anti Smoking Campaign Traditionally, many advertisements released by cigarette brands under the Philip Morris label have depicted happy people joined together in friendship (supposedly due to their common habit). Other advertisements attempted to associate cigarettes with sleek mystical figures, sometimes even sexually desirable ones. All this has changed, however, due to recent legal developments in which the cigarette giant was pressured to offer anti-smoking ads, in addition to the usual fictional ones depicting happy mannequins. In no way were they to advertise cigarettes, and they were mandated to help stop youth smoking. These requirements placed Philip Morris in a difficult situation. They needed to satisfy the courts, but at the same time also make their advertisements as unsuccessful as possible. To the joy of Philip Morris, Ogilvy explains that "the consumer perceives that the product is inferior and never buys it again" (103). The product is of course not a cigarette, in this case, but rather the message of the advertisement, "don't smoke". Through the use of dull visual features and two reversed advertising tactics, Philip Morris has successfully designed a campaign certain to reach no one. The side benefit of positive PR for the company, of course, was guaranteed regardless of the ad content. The first goal of this article is to attract as little attention as possible. At first glance, the eye finds no special focus point. We see two silhouettes seated at the far opposite ends of a small fishing boat out on a motionless river. It looks more like a mournful life insurance advertisement than anything else. The reader almost expects it to ask "Who will take care of your children?". There are no ... ...hat this awkward conversation was in fact their responsibility. The viewer is left feeling frustrated, overwhelmed, and unhappy. What better solution than to turn the page and gaze instead at a graceful Dorothy Hamill figure skater telling them to purchase a wonderful mysterious product named Vioxx? * Gramatically incorrect sentences used for style Works Cited Fowles, Jib. "Advertising's Fifteen Basic Appeals." Common Culture, 3rd Edition. Ed. Petracca, Michael, and Sorapure, Madeleine. New Jersey: Prentice Hall, 2001. 60-77. Ogilvy, David. "What's Wrong with Advertising?" Common Culture, 3rd Edition. Ed. Petracca, Michael, and Sorapure, Madeleine. New Jersey: Prentice Hall, 2001. 95-104. Solomon, Jack. "Masters of Desire." Common Culture, 3rd Edition. Ed. Petracca, Michael, and Sorapure, Madeleine. New Jersey: Prentice Hall, 2001. 46-59. The Philip Morris Anti Smoking Campaign Essay -- Essays Papers The Philip Morris Anti Smoking Campaign Traditionally, many advertisements released by cigarette brands under the Philip Morris label have depicted happy people joined together in friendship (supposedly due to their common habit). Other advertisements attempted to associate cigarettes with sleek mystical figures, sometimes even sexually desirable ones. All this has changed, however, due to recent legal developments in which the cigarette giant was pressured to offer anti-smoking ads, in addition to the usual fictional ones depicting happy mannequins. In no way were they to advertise cigarettes, and they were mandated to help stop youth smoking. These requirements placed Philip Morris in a difficult situation. They needed to satisfy the courts, but at the same time also make their advertisements as unsuccessful as possible. To the joy of Philip Morris, Ogilvy explains that "the consumer perceives that the product is inferior and never buys it again" (103). The product is of course not a cigarette, in this case, but rather the message of the advertisement, "don't smoke". Through the use of dull visual features and two reversed advertising tactics, Philip Morris has successfully designed a campaign certain to reach no one. The side benefit of positive PR for the company, of course, was guaranteed regardless of the ad content. The first goal of this article is to attract as little attention as possible. At first glance, the eye finds no special focus point. We see two silhouettes seated at the far opposite ends of a small fishing boat out on a motionless river. It looks more like a mournful life insurance advertisement than anything else. The reader almost expects it to ask "Who will take care of your children?". There are no ... ...hat this awkward conversation was in fact their responsibility. The viewer is left feeling frustrated, overwhelmed, and unhappy. What better solution than to turn the page and gaze instead at a graceful Dorothy Hamill figure skater telling them to purchase a wonderful mysterious product named Vioxx? * Gramatically incorrect sentences used for style Works Cited Fowles, Jib. "Advertising's Fifteen Basic Appeals." Common Culture, 3rd Edition. Ed. Petracca, Michael, and Sorapure, Madeleine. New Jersey: Prentice Hall, 2001. 60-77. Ogilvy, David. "What's Wrong with Advertising?" Common Culture, 3rd Edition. Ed. Petracca, Michael, and Sorapure, Madeleine. New Jersey: Prentice Hall, 2001. 95-104. Solomon, Jack. "Masters of Desire." Common Culture, 3rd Edition. Ed. Petracca, Michael, and Sorapure, Madeleine. New Jersey: Prentice Hall, 2001. 46-59.

Admission Essay for the University of Alaska Anchorage

I am of the firm belief that a person without a defining vision for oneself is only as good as that someone living without a sense of direction and meaning in one’s life. This is because I find it needless to contend that personal vision is an essential ingredient to live a sensible life.Vision, if I may argue, is the eternal fount from where all our actions flow, if not from where all our motives take cue. For that reason, I am inclined to think that, only when a person is able to appreciate a complete picture of who he or she is, not the least an idea of what one wants to become in his or her life, can that someone truly come to understand the essence of living a meaningful life.In ways more than one, I am applying at the University of Alaska Anchorage moved by the controlling motive to pursue a vision which I have long believed to be a noble vocation which my heart truly beats for – i.e., to become a successful pilot for the commercial industry, by capitalizing on th e learning that I can gain from a Bachelor’s Degree in International Studies.And believe that I can become successful in my chosen field if I am able to pour a fair amount of effort in setting my academic and professional goals right at the onset.Of paramount importance to my vision is to finish a Bachelor’s Degree in International Studies. Since the nature of my prospective profession entails immersing myself into the vastly diverse cultures of the world, I believe that a Degree in International Studies is, essentially, of no little importance to my personal and professional journey.At the very least, a degree in International Studies can surely help me appreciate the many different facets of human dynamics, projected, as it were, onto the larger sphere on international arena.And by allowing me to obtain a Degree in International Studies, I believe that the University can become instrumental in helping me appreciate my profession not only as a career, but also  œ nay, even more so – an avenue for greater appreciation of, and respect for world cultures.Secondly, I have reasons to think that my past experiences have been largely contributory to my decision to take up International Studies. Having been raised into a Bush Alaskan environment, where diversity – more than anything else – thrived, in addition to having been given a rare opportunity to briefly pursue scholastic training in Australia, as well having been into not a few States and world countries during my childhood and early adulthood years, I believe that I have a lot of experiences that need dutiful interpretation under the lenses of academic sciences.This is where, I can only surmise, the University steps in. For one, I am more than certain that the University can help me – through the courses slated in its International Studies Degree – to put into wise perspectives the lessons that I have already gained from my otherwise rich life experiences .

Family Is the Basic Unit of the Society

?Family is the basic unit of the society is the quotation I remembered on my high school days. it is the fundamental unit of the social institution whereby it is the common unit of the society. The social institution includes also the economy, religion, education, politics or government health care or medicine. The family is the basic unit of social institutions. The family unit has specific functions with relation to its members and to the total society.It is the most important social institution, serving as the means of transferring culture from one stage to another. Sharing of works among the members of the family is a strong influence in keeping the family together. Sometimes we are applying the word clan to a family or group of family that are related to each other. Family, basic social group united through bonds of kinship or marriage, present in all societies. Ideally, the family provides its members with protection, companionship, security, and socialization.The structure of the family and the needs that the family fulfils vary from society to society. The nuclear family—two adults and their children—is the main unit in some societies. In others, it is a subordinate part of an extended family, which also consists of grandparents and other relatives. A third family unit is the single-parent family, in which children live with an unmarried, divorced, or widowed mother or father.You cannot call a family without the mother father and the child Family is the number one social institution in the society A group of closely related persons living under one roof; it is a convenience, often a necessity, sometimes a pleasure, sometimes the reverse; but who first exalted it as admirable, an almost religious ideal Personal relations are the important thing for ever and ever, and not this outer life of telegrams and anger.

Church to Connect Essay

â€Å"Our future is not to be found in our preservation but in our investment† (19). â€Å"The best way to predict the future is to create it† (20). â€Å"Fewer people are attending church because of the diminishing influence of Christ on the church itself. † â€Å"We equated being a good citizen with being a good Christian. We lived without persecution and soon found ourselves without conviction. We didn’t lose America; we gave her away! In our panic and powerlessness we turned to political means to seek to regain what we once had through spiritual awakening . Yet as a moral majority we could not accomplish what God could through Gideon’s few† (28). â€Å"Once we were called Christians by an unbelieving world and now we call ourselves Christians and the world calls us hypocrites. Is it possible that it wasn’t the nation that was becoming dangerously secular but the church? We were neither relevant nor transcendent. We have become, in the worst of ways, religious. We are the founders of the secular nation† (29). â€Å"The church became a refuge from the world rather than a force in the world. Predictability and stability became dominant themes†¦. The gospel shifted from a church on a mission to a church that supported missions† (30). â€Å"How could we ever think that the Christian faith would be safe when its central metaphor is an instrument of death? It is not a coincidence that baptism is a water grave depicting death and resurrection. It is no less significant that the ongoing ordinance of the Lord’s Supper is a reminder of sacrifice. How did we ever develop a safe theology from such a dangerous faith? †(33) â€Å"Institutions preserve culture while movements create culture† (34). â€Å"For years the bulk of American Christians who were committed to missions could only participate through giving and praying. Today, the call to crosscultural ministry doesn’t even require going; it just requires staying with a purpose† (45). â€Å"Where once the pagan lived in the country and the danger of the city was to be Christianized; now Christians tend to live away from the cities and view the urban dweller as the true pagan† (46). â€Å"Gideon was focused on mass; God was focused on momentum† (69). â€Å"It’s hard to believe that a movement born of visionaries and dreamers would become dominantly known for its traditions and rituals† (138). â€Å"Just because a person cannot read doesn’t mean she lacks the capacity to learn. One’s present condition is not an indication of potential, but of development† (211). III. SALIENT POINTS/ANALYSIS 1. The Need for the Church to Connect with this Generation The author speaks about how in the past 40 years communities have changed dramatically yet many local churches have stayed the same. This explains the irrelevancy and bankruptcy of the church in regards to being salt and light and functioning as agents of change for culture. Even the way the gospel is communicated has to be changed if we are going to reach this present generation. One of the dramatic changes in our environment is the shift from words to images. To do church in a way that is entirely textdriven is the kiss of death. People don’t read, they simply observe. Beyond the emergence of a postliterate society, we have a culture raised on entertainment (17). As McManus states, â€Å"While not many churches perform their services in Latin today, our language, style, music, and methods are pretty much Latin to the unchurched population† (81).

Jose Rizal’s Retraction Controversy Essay

The debate still continues if Dr. Jose Rizal, our national hero, really retracted? This has been the greatest controversy which is most talked about Rizal. He is recognized for the novels he had written during the Spanish period. Because of these courageous acts of rebellion against the said colonizers, he became our National Hero. But what if our national hero, at the last moments of his life retracted everything he had ever said and written? In 1935, a letter was found by Father Manuel Garcia. The said letter contains that Jose Rizal declared himself as a Catholic and that he retracts everything he had said, written, published and did against the Catholic Church. Opinions regarding this issue would not be the same because some may agree and some may not. There so many questions speculating his retraction if in the first place, all of this is what he really fought for. From Fr. Balaguer’s version, Rizal, on the 29th day of December 1896, wrote and signed the retraction papers in front of him and with the other Jesuit priest present at the death cell. Rizal asked for a confession twice and for a rosary from the priest between the two confessions. In Balaguer’s memorandum-record, Rizal asked for a mass and a request for Holy Communion, this was readily approved by the Jesuits and assigned Fr. Villaclara as the officiating priest of the mass inside the cell. He also mentioned that Rizal asked for the image of the Sagrado Corazon de Jesus which he carved when he was just 14. Balaguer described the scene as heart-warming because Rizal kissed the image that he had requested from the Jesuits. While kneeling and surrounded by the religious authorities in the death cell, Rizal read the retraction document. Balaguer also claimed that there was a servant-messenger for Josephine Bracken to prepare for the marriage at the San Ignacio Church where Fr. Simo will conduct the confession and other things needed for the ceremonies, which will be materialized on the morning of the 30th. Lastly, before the execution and in the presence of the Archbishop and the Jesuit superior Reverend Fr. Pio Pi, Rizal kissed the image of the cross presented to him and has a rosary entwined in his hand. But how did Father Balaguer convinced Rizal to be converted into Cathloic before his execution? This is one of the big unanswered questions of today. In addition to this, Rizal wrote a poem entitled â€Å"My Last Farewell† which was written on the eve of his execution, there was a line there saying,  Ã¢â‚¬Å"I’ll go where there are no slaves, tyrants or hangmen where faith does not kill and where God alone does reign (Rizal, 1896).† With this, he mentioned God in this poem. Before he was executed, he wrote an undated letter to his family when he was in Fort Santiago: â€Å"Bury me in the ground, place a stone and a cross over it. My name, the date of my brith and of my death. Nothing more. If you later wish to surround my grave with a fence, you may do so. No anniversaries. I prefer Paang Bundok.â€Å" Now, what do he mean by this? He wanted a cross over it. He died as a Catholic and was buried inside the sacred grounds of Paco Cemetery. Unfortunately, his instructions were not granted. It was also argued that Rizal retracted in order to save his family from further persecution, to give Josephine Bracken a legal status as his wife and to assure reforms from the Spanish government. Speaking of Josephine as his wife, there was an article from Jose Rizal University that one day of early March 1896; Rizal played a practical joke on Josephine, which frightened her terribly. As a result, she prematurely gave birth to an eight-month baby boy. The baby was very weak and can hardly breathe. With this, Rizal immediately baptized him Francisco in honor of his father. He tried to save the life of his son but all his knowledge and skill as a physician could not save little Francisco. Sorrowfully, Rizal saw his child die three hours after birth then he drew a sketch of his dead son and he buried him under a shady tree near his home. He prayed†: â€Å"Oh, God, I give you another tiny angel. Please bless his soul.† Again, this is one proof that even before the exile in Dapitan, he practiced being a Catholic. On the other hand, the copy of the retraction paper that was allegedly signed by Rizal that was even kept secret and was only published in newspapers. It was said that the paper was lost when Rizal’s family requested for the original copy. Are the Jesuits too irresponsible for not knowing the importance of the document? Or was it just hidden? But 39 years later, the original copy was found in the archdiocesan archives. Ricardo Pascual Ph. D, who was given permission by the Archbishop Nozaleda to test the document and later concluded in his book, â€Å"Rizal beyond the Grave† that the papers shown was a falsification. The common contradiction of this argument was either Father Balaguer or Father Pi had made errors in reproducing another copy of the original. The manuscript was also allegedly  misplaced from 1922 – 1935. Trinidad challenged the Jesuits to show to her the manuscripts so that she could validate that it was Rizal’s handwriting and signature. With this, finding out that there were several copies of it, some may imitate Rizal’s handwriting and signature. Another proof that Rizal did not retract is that when Father Balaguer claimed that Jose and Josephine, however, there were no marriage certificate or public record shown that could prove Father Balaguer’s accounts. In addition, he performed the ceremony between 6:00 – 6:15 AM of December 30, 1896 with the presence of one of the Rizal’s sisters but Rizal family denied that none of them were there and Dr. Jose Rizal was martyred at 7:03 AM. Also, nobody had reported that Bracken was in the area of Fort Santiago in the morning of the execution. Consider also the three priests (Fr. Jose Villaclara, Fr. Estanislao March, and Fr. Vicente Balaguer) to negotiate the expanse of the walk to give spiritual care to the condemned Dr. Jose Rizal, why is it that, only Fr. Balaguer stated that there was a wedding? Furthermore, where were Fr. Villaclara and Fr. March to verify the manifestation of a marriage ceremony? Or was there really even one at all? Showing the two sides, where do you stand? Do you believe that Rizal really abjured or not? It’s up to you but this controversy should not eradicate Rizal’s works for our country. He awakened our knowledge of nationalism and patriotism. Jose Rizal’s writings helped in motivating the Filipinos to fight for our freedom against the Spanish colonizers and inspired a lot of Filipino revolutionaries to stand up for a cost. In my opinion, I still believe that his contributions to our country are far greater than the issue brought by this letter. I stick to his advocacy that war is not the solution for independence. If you’re going to ask me if he really retract, I would say yes, because he really wanted to have peace and to stop the chaos during that time, he abjured everything due to the pressure to his family and became a Catholic. I stated earlier that he has some requests to his family for his burial that there should be a cross over his grave, with this, he died as a Catholic and his family, on the 11th day after his death, was informed that early of the next day, a mass was to be celebrated for the eternal rest of his soul. Adding to this, he experienced hardships in writing his third novel entitled â€Å"Makamisa† because he is not fluent in  Filipino language. How could he state: â€Å"A man who doesn’t love his native language, is worse than all animals and a smelly fish.†, if he, himself, can’t apply it. And let’s understand that he retracted for the sake of his family’s persecution and wanted a reform for our country against the Spanish government. I’m sure all of us really love our family and will do such extraordinary things just to save them and would love to have peace on earth. But all this and more will retract nothing from his greatness as a Filipino.

Arts In The Education Of Young Children Education Essay

These experiences allow them to be originative, inventive and expressive ( Swanwick, 1988 ) . Loris Malaguzzi as cited in McArdle ( 2003 ) states that humanistic disciplines open a window of chances for kids to utilize a 100 linguistic communications, a 100 custodies, a 100 ideas, a 100 ways of thought, of playing and speech production. My statement on the importance of humanistic disciplines in immature kids instruction will be with specific illustrations from ocular and music. Fraser ( 2005 ) states that in many parts of the universe the preschools have rich resources of art stuffs like clay, pigments, montage stuffs and play dough available but rarely integrated into the plan. The instructors rarely promote the kids make usage of the stuffs other than for centripetal geographic expedition. In our preschool and many other preschools in Singapore it is merely displayed as a show piece to demo new walk in parents coming in for questions that such resources are available but they are non liberally used in the plan. Duffy ( 1998 ) states that to elicit kids ‘s originative and inventive experiences sufficient infinite to work and easy accessible resources must be offered to them. The esteemed Reggio Emilia early childhood plan that Singaporeans believe has a civilization of holding pedagogues who consider art non in isolation but integrated as one of the 100 linguistic communications kids use to look into and stand for the universe ( Fraser, 2005 ) . An i llustration will be exposing clay, wood, stones, shells and dried grass that are beautifully laid on the tabular array for kids to believe how birds use clay to construct their nests and the instructor scaffold the kids to propose how the kids can research with the stuffs themselves. These art signifiers provide immature kids with chances for self-awareness, societal interaction, geographic expedition, use that stimulate their senses and enhances their acquisition and originative thought. Spencer ( as cited in Swanwick, 1988 ) states that art should non be dissociable from instruction as leisure but occupy the leisure portion of instruction. Pulling is cardinal to all ocular communicating and yet in a recent study by Clement in1994, 60 per centum of the instructors do non cognize how it might best be taught and they requested further in service preparation if they are to learn the art course of study ( Cooke, Griffin and Cox, 1998 ) . Cooke, et Al. ( 1998 ) states that pulling arouses imaginativeness and it helps in entering their observations in other countries of course of study. The beauty of the kids ‘s work in Reggio ‘s 100 linguistic communications of kids, exhibit the undertakings that utilize kids ‘s symbolic linguistic communications, which include pulling, painting and building clay modeling. Cooke, et Al. ( 1998 ) states that representational drawing are ocular communicating which is comparatively easy to read and is used in different civilizations at different times throughout history. Children in Reggio Emilia usage drawing as the fastest and most direct manner of seting their thoughts across and doing them seeable. This processes show the kids ‘s manner of doing sense of the universe through representation. They spontaneously use pulling as a linguistic communication to stand for their thoughts to show their emotions and pass on the thought of immature kids. Kolbe ( 2001 ) states that ocular humanistic disciplines is an unbelievable powerful tool that enables kids to explicate things to themselves and to others. Children understand their potencies for personal looks by experimenting with art stuffs and procedures. They develop good motor control, linguistic communication and job resolution schemes, societal accomplishments and aesthetic consciousness and grasp. Children early exposure to ocular humanistic disciplines in Reggio Emilia enable them to hold deep apprehension of making high quality art. They are introduced to line, coloring material, forms and signifier, form and texture. Lines are everyplace and kids are introduced to forms such as long, short, thick, fat, heavy, thin horizontal, perpendicular, diagonal, jagged, smooth, uninterrupted and broken. Children are besides introduced to the names of colors as primary and blending two primary colorss to do secondary colorss and observe sunglassess of colorss such as warm, cool, dull, light, pale and dark. Shape and signifier refers to the country of an object or image, lines or colorss that create boundaries within a image that create forms. Children can pass hours gleefully making three-dimensional representations of things they see utilizing clay, dough or blocks and introduced to vocabulary such as unit of ammunition, ellipse, trigon, wide, narrow and broad. In images and three-dimensional graphicss, kids can look out for represented or contrasting colorss, lines, forms or combinations of these elements. Texture refers to the haptic quality of objects, either in existent life or simulated by combination of art elements in a image. Children may look for and screen out objects of different texture to make a image. They could besides look at a image and conjecture if an object is unsmooth, smooth, furred, prickly, slippery, difficult or soft. The rules of the ocular humanistic disciplines are unity, beat, proportion, design, balance, harmoniousness, contrast and repeat. Pulling picture and working with clay hence should be the nucleus countries of ocular art plans and should be offered daily, so that kids come to understand and utilize these media for cognitive and expressive intents. There are cumulative phases in a kid ‘s development and as psychologist, Eleanor Maccoby ( as cited in Swanwick, 1988 ) mentioned that development occur in a consecutive order and Maccoby ( as cited in Swanwick, 1988 ) mentioned that the series of kids ‘s imperfect development is at a reasonably standard timetable. Swanwick ( 1988 ) states that the influencing factors are the familial heritage and the environment illustration the place, school and society where the kid is exposed. Piaget ( as cited in Swanick,1988 ) states that feeling of power is the pleasance of a kid researching and get the hanging the environment and an illustration is the babe larning to reiterate a vocal sound or agitate a rattling continuously. Music is representational and Swanwick ( 1988 ) states that the kid is able to copy and the kid is able to make new relationship through imaginativeness. Swanwick ( 1988 ) besides states that the critical human features play is per se bound with playing musi c. A kid ‘s self-generated music behavior through Piaget ‘s theory of meaningful drama triggers imaginativeness than the structured music instruction. Winston ( 2010 ) states that playing is a verb applicable to the originative procedure illustration instrumentalists with melodious and harmonic possibilities to the development of accomplishments practised through playing. The right hemisphere of the encephalon maps and probes have shown that the right encephalon has particular maps of the sensuous, the spatial and the intuitive that all helps in the imaginativeness procedure ( Swanwick, 1988 ) . If instructors work with a standardized theoretical account, the kids ‘s inventive qualities are lost as they are tuned merely to the creative activity of music of what the instructor ‘s learn them to compose ( Young and Glover, 1998 ) . Learning music is bound by the theoretical trigon of command, imitation and imaginativeness and the rhythm is continues with the kid ‘s different phases of growing and besides when larning a different musical instrument. A kids ‘s first response to the music before they turn one twelvemonth old is the tone by larning to reiterate what they hear and master the tone. The following phase will be copying the physical motion in relation to the beat of the music and it occurs between 18 months and 2 old ages old. Around the age of four kids are able to build inventive vocals and to scaffold their cognition a good acquisition environment is essential.Their natural intrinsic musical endowment the kid manifest can be farther developed through extrinsic schoolroom larning environment. Andress states that music play country should pull kids to trip wonder so that they will be motivated to affect in doing and reacting to music. Opportunities should be given to kids to make their ain music with broad picks of musical instruments available and besides to listen to others music and learn to copy the music that they prefer. Music should be integrated as portion of the plan in the schoolroom and pick of single and group musical activities should be provided. The activities should be combination of child-directed or grownup facilitated as a group. The type of musical activities can be composing and improvizing with instruments and voice, notating, listening to music, playing instruments, singing invented or canonic vocals. The activities can be interconnected to complement one type of activity to do it more lively and disputing for the kids. The adults function will be placing the kids ‘s potency and help the kids in developing their musical competency and enjoyment. The importance of humanistic disciplines can merely be felt and appreciated if the lead comes from the Education Ministry. Singapore instruction system is structured with accent on the degree Celsius onfucius philosophy on meritocracy. They give strong support in the acquisition of Science and Mathematics related topics but really small support on humanistic disciplines. Gifted kids on Science and Mathematics ( Ministry of Education, 2012 ) are identified at an early age of nine and specially groomed to heighten their familial capablenesss. Parents by and large feel that Science and Mathematics are more of import than humanistic disciplines and many kids who have natural endowment and involvement in humanistic disciplines are non given the chance to supply an environment. Our authorities besides do non supply avenues for kids with natural endowments in humanistic disciplines to be identified and specially groomed. I am besides one of the luckless individual whereby I loved ocular hum anistic disciplines but I was non given an chance because during my clip technology topics were favoured so that we can procure successful and high salary calling when we grow up. If importance in humanistic disciplines is given at the primary and higher degree instruction I believe parents perceptual experience on the importance and the demand for presenting humanistic disciplines at an early age will alter. This will promote preschool pedagogues to give more accent on incorporating humanistic disciplines in the pre-school course of study as day-to-day activities. Arts In The Education Of Young Children Education Essay These experiences allow them to be originative, inventive and expressive ( Swanwick, 1988 ) . Loris Malaguzzi as cited in McArdle ( 2003 ) states that humanistic disciplines open a window of chances for kids to utilize a 100 linguistic communications, a 100 custodies, a 100 ideas, a 100 ways of thought, of playing and speech production. My statement on the importance of humanistic disciplines in immature kids instruction will be with specific illustrations from ocular and music. Fraser ( 2005 ) states that in many parts of the universe the preschools have rich resources of art stuffs like clay, pigments, montage stuffs and play dough available but rarely integrated into the plan. The instructors rarely promote the kids make usage of the stuffs other than for centripetal geographic expedition. In our preschool and many other preschools in Singapore it is merely displayed as a show piece to demo new walk in parents coming in for questions that such resources are available but they are non liberally used in the plan. Duffy ( 1998 ) states that to elicit kids ‘s originative and inventive experiences sufficient infinite to work and easy accessible resources must be offered to them. The esteemed Reggio Emilia early childhood plan that Singaporeans believe has a civilization of holding pedagogues who consider art non in isolation but integrated as one of the 100 linguistic communications kids use to look into and stand for the universe ( Fraser, 2005 ) . An i llustration will be exposing clay, wood, stones, shells and dried grass that are beautifully laid on the tabular array for kids to believe how birds use clay to construct their nests and the instructor scaffold the kids to propose how the kids can research with the stuffs themselves. These art signifiers provide immature kids with chances for self-awareness, societal interaction, geographic expedition, use that stimulate their senses and enhances their acquisition and originative thought. Spencer ( as cited in Swanwick, 1988 ) states that art should non be dissociable from instruction as leisure but occupy the leisure portion of instruction. Pulling is cardinal to all ocular communicating and yet in a recent study by Clement in1994, 60 per centum of the instructors do non cognize how it might best be taught and they requested further in service preparation if they are to learn the art course of study ( Cooke, Griffin and Cox, 1998 ) . Cooke, et Al. ( 1998 ) states that pulling arouses imaginativeness and it helps in entering their observations in other countries of course of study. The beauty of the kids ‘s work in Reggio ‘s 100 linguistic communications of kids, exhibit the undertakings that utilize kids ‘s symbolic linguistic communications, which include pulling, painting and building clay modeling. Cooke, et Al. ( 1998 ) states that representational drawing are ocular communicating which is comparatively easy to read and is used in different civilizations at different times throughout history. Children in Reggio Emilia usage drawing as the fastest and most direct manner of seting their thoughts across and doing them seeable. This processes show the kids ‘s manner of doing sense of the universe through representation. They spontaneously use pulling as a linguistic communication to stand for their thoughts to show their emotions and pass on the thought of immature kids. Kolbe ( 2001 ) states that ocular humanistic disciplines is an unbelievable powerful tool that enables kids to explicate things to themselves and to others. Children understand their potencies for personal looks by experimenting with art stuffs and procedures. They develop good motor control, linguistic communication and job resolution schemes, societal accomplishments and aesthetic consciousness and grasp. Children early exposure to ocular humanistic disciplines in Reggio Emilia enable them to hold deep apprehension of making high quality art. They are introduced to line, coloring material, forms and signifier, form and texture. Lines are everyplace and kids are introduced to forms such as long, short, thick, fat, heavy, thin horizontal, perpendicular, diagonal, jagged, smooth, uninterrupted and broken. Children are besides introduced to the names of colors as primary and blending two primary colorss to do secondary colorss and observe sunglassess of colorss such as warm, cool, dull, light, pale and dark. Shape and signifier refers to the country of an object or image, lines or colorss that create boundaries within a image that create forms. Children can pass hours gleefully making three-dimensional representations of things they see utilizing clay, dough or blocks and introduced to vocabulary such as unit of ammunition, ellipse, trigon, wide, narrow and broad. In images and three-dimensional graphicss, kids can look out for represented or contrasting colorss, lines, forms or combinations of these elements. Texture refers to the haptic quality of objects, either in existent life or simulated by combination of art elements in a image. Children may look for and screen out objects of different texture to make a image. They could besides look at a image and conjecture if an object is unsmooth, smooth, furred, prickly, slippery, difficult or soft. The rules of the ocular humanistic disciplines are unity, beat, proportion, design, balance, harmoniousness, contrast and repeat. Pulling picture and working with clay hence should be the nucleus countries of ocular art plans and should be offered daily, so that kids come to understand and utilize these media for cognitive and expressive intents. There are cumulative phases in a kid ‘s development and as psychologist, Eleanor Maccoby ( as cited in Swanwick, 1988 ) mentioned that development occur in a consecutive order and Maccoby ( as cited in Swanwick, 1988 ) mentioned that the series of kids ‘s imperfect development is at a reasonably standard timetable. Swanwick ( 1988 ) states that the influencing factors are the familial heritage and the environment illustration the place, school and society where the kid is exposed. Piaget ( as cited in Swanick,1988 ) states that feeling of power is the pleasance of a kid researching and get the hanging the environment and an illustration is the babe larning to reiterate a vocal sound or agitate a rattling continuously. Music is representational and Swanwick ( 1988 ) states that the kid is able to copy and the kid is able to make new relationship through imaginativeness. Swanwick ( 1988 ) besides states that the critical human features play is per se bound with playing musi c. A kid ‘s self-generated music behavior through Piaget ‘s theory of meaningful drama triggers imaginativeness than the structured music instruction. Winston ( 2010 ) states that playing is a verb applicable to the originative procedure illustration instrumentalists with melodious and harmonic possibilities to the development of accomplishments practised through playing. The right hemisphere of the encephalon maps and probes have shown that the right encephalon has particular maps of the sensuous, the spatial and the intuitive that all helps in the imaginativeness procedure ( Swanwick, 1988 ) . If instructors work with a standardized theoretical account, the kids ‘s inventive qualities are lost as they are tuned merely to the creative activity of music of what the instructor ‘s learn them to compose ( Young and Glover, 1998 ) . Learning music is bound by the theoretical trigon of command, imitation and imaginativeness and the rhythm is continues with the kid ‘s different phases of growing and besides when larning a different musical instrument. A kids ‘s first response to the music before they turn one twelvemonth old is the tone by larning to reiterate what they hear and master the tone. The following phase will be copying the physical motion in relation to the beat of the music and it occurs between 18 months and 2 old ages old. Around the age of four kids are able to build inventive vocals and to scaffold their cognition a good acquisition environment is essential.Their natural intrinsic musical endowment the kid manifest can be farther developed through extrinsic schoolroom larning environment. Andress states that music play country should pull kids to trip wonder so that they will be motivated to affect in doing and reacting to music. Opportunities should be given to kids to make their ain music with broad picks of musical instruments available and besides to listen to others music and learn to copy the music that they prefer. Music should be integrated as portion of the plan in the schoolroom and pick of single and group musical activities should be provided. The activities should be combination of child-directed or grownup facilitated as a group. The type of musical activities can be composing and improvizing with instruments and voice, notating, listening to music, playing instruments, singing invented or canonic vocals. The activities can be interconnected to complement one type of activity to do it more lively and disputing for the kids. The adults function will be placing the kids ‘s potency and help the kids in developing their musical competency and enjoyment. The importance of humanistic disciplines can merely be felt and appreciated if the lead comes from the Education Ministry. Singapore instruction system is structured with accent on the degree Celsius onfucius philosophy on meritocracy. They give strong support in the acquisition of Science and Mathematics related topics but really small support on humanistic disciplines. Gifted kids on Science and Mathematics ( Ministry of Education, 2012 ) are identified at an early age of nine and specially groomed to heighten their familial capablenesss. Parents by and large feel that Science and Mathematics are more of import than humanistic disciplines and many kids who have natural endowment and involvement in humanistic disciplines are non given the chance to supply an environment. Our authorities besides do non supply avenues for kids with natural endowments in humanistic disciplines to be identified and specially groomed. I am besides one of the luckless individual whereby I loved ocular hum anistic disciplines but I was non given an chance because during my clip technology topics were favoured so that we can procure successful and high salary calling when we grow up. If importance in humanistic disciplines is given at the primary and higher degree instruction I believe parents perceptual experience on the importance and the demand for presenting humanistic disciplines at an early age will alter. This will promote preschool pedagogues to give more accent on incorporating humanistic disciplines in the pre-school course of study as day-to-day activities.