Arts Integrated Into The Curriculum - 931 Words

University Of West Florida Arts Integrated Into the Curriculum Who doesn’t love to have fun while they are learning? While most would answer that with a yes some may say, there is no way to make learning fun. The arts consist of dance, music, visual arts, or even theater. If we used the fine arts to teach the core subjects (math, science, or language arts) you might just realize that learning can be fun. Art integration sometimes is not used due to lack of funding, or even teacher experience that is sad because the benefits are endless when it comes to student learning. What is art integration? Art integration is when teachers use the fine arts to assist in the teaching of core subjects. The fine arts consist of anything that includes dance, music, visual arts, and theater. The core subjects would be math, reading or language arts, science, social studies and even physical education. The way the integration works is if the teacher can make the two groups fit together without any flaws. Riley (2012) found that teachers cannot only just use integration, but they need to collaborate, and research to make it work properly in their lesson plans. While it is not hard to do, it just takes some time to get used to using the arts while teaching the core subjects. According to Riley, (2012) students need to work hard also to make integration function correctly. They must be creative, use problem-solving skills, collaboration and be able to work through â€Å"multiple concepts† toShow MoreRelatedHow Learning Areas Such As The Arts And Literacies Are Woven Into An Integrated Cu rriculum Essay1550 Words   |  7 Pages 1. Discuss how learning areas such as the arts and literacies are woven into an integrated curriculum, with reference to the Aotearoa New Zealand context and Te Whariki (Ministry of education, 1996). Arts and literacies are woven into an integrated curriculum giving children the ability to problem solve, communicate without language and express themselves in a verbal and non-verbal way. A child’s learning development is influenced by their communication with other children and adults, the environmentRead MoreStudents Knowledge And Thirst For Greater Understanding950 Words   |  4 Pageswords today. One way to make these connections is by using integrated thematic units. Inga Randle (1997) discussed the fourth grade students of Barbara Pedersen who were so eager to learn they would willingly skip recess to be in the classroom learning. Pedersen used integrated thematic instruction to inspire her students. So, by learning what an integrated thematic unit is, why integrated thematic units should be used, and how to use integrated thematic units teachers can become more like Barbara PedersenRead More Integrating Curriculum, NY Essay1045 Words   |  5 PagesIntegrating Cur riculum, NY Integrating curriculum is important in the teaching of subjects and the learning of material. The integrating of curriculum allows for many different disciplines to be applied at the same time yielding more topics to be learned at once. But how does it work? The point of this paper is to answer the question how and to shed some light on the ideas of integrated curriculum. In the integration of curriculum, teachers teach more than one subject area at the same timeRead More Effective Curriculum Models for Gifted and Talented Students1736 Words   |  7 Pagesand Components: There are three curriculum models that are used to effectively teach gifted and talented students. These models include the Integrated Curriculum Model, the William and Mary Center for Gifted Education Research Model, and the Parallel Model. The Integrated Curriculum Model has three main dimensions advanced content, process/product, and issues/themes. The first dimension, advanced content, is content that it at a higher level. In English Language Arts the readings are usually two gradeRead MoreCurriculum Integration : Integrated Curriculum776 Words   |  4 Pagesresearched curriculum that has been said to engage students in learning is Integrated Curriculum. The integrated curriculum is an interdisciplinary approach that links different disciplines together (Martin, Colleen, Franklin, 2014). Integrated curriculum requires students to study a topic in depth, read many resources and materials, and also participate in many activities (Martin, Colleen, Franklin, 2014). Curriculum integration gives students a chance to meet a variety of curriculum expectationsRead MoreOvercoming Difficulties Associated With Curriculum Integration1109 Words   |  5 Pagesinherent difficulties associated with curriculum integration in their article, â€Å"In Overcoming Obstacles to Curriculum Integration, L.E.S.S. Can Be More!† The authors provide examples of teachers and schools that have found ways to successfully integrate curriculum, along with examples of ineffective integration. The system of American education has consisted for decades of courses taught individually, math taught by a highly qualified math teacher, English Language Arts taught by a highly qualified EnglishRead MoreEvaluation Of An Integrated Lesson Plan901 Words   |  4 Pages Through the lesson plans that we developed, I’ve learned how to implement art that is developmentally appropriate, meaningful, and challenging for students. The integration of art must be meaningful to the lesson but also challenging for the students. The integrated lesson plan must also consider a diverse classroom, allowing all students equal access to what is being taught. Most importantly, art experiences must help each child meet challenging and achievable learning goals. As teachers, we mustRead MoreAsynchronous Technologies Support Learning And Teaching909 Words   |  4 PagesNow that the LMS for the organization has been identified, the committee will determine the different assets that can be integrated into the LMS. The committee must also decide if the material will be delivered to the students synchronously, asynchronously, or as a combination of the two. Synchronous learning environments support learning and teaching and offer students and teachers with multiple ways of interacting, sharing, and the ability to collaborate and ask questions in real-time throughRead MoreWhy Is Literacy Is A Secondary Goal?1388 Words   |  6 PagesThe intention for FAST to be math and science focused does not mean that literacy is a secondary goal; it means that STEM concepts are integrated into the literacy equation for our students. Literacy encompasses three components for students; Reading Workshop, English Language Arts (ELA) and Writing. These subjects will be taught as a block, particularly in the early grades when students are progressing from learning to read, to reading to learn, so that students have more opportunities to linkRead MoreThe Impact Of Arts On American Public Schools1502 Words   |  7 PagesThe decline in the presence of fine arts, as well as their funding, in American public schools is associated with the changing priorities of American politicians, as well as the diverse curriculum that does not provide the arts a place. Since the relatively recent inception of new educational legislature, such as NCLB (No Child Left Behind), arts are struggling to find a space in the classroom even though they are integrated into the mandated curriculum. Whether it be increased focus on test preparation

Television Images And Physical Violence - 989 Words

In a second phase the variable television violence was introduced, from which it is shown to groups of television broadcasts fragments containing violent episodes in order to differentiate the cognitive and emotional impact and how they are made later. Fragments that lasted between 5 and 6 minutes each, with the scenes as they were issued on television were used. For each group two blocks with two pieces each were prepared. Fiction vs Real images and physical violence vs Social. The objective is to analyze the relationship of the television image with the viewer, and especially how they identify, are constructed, evaluated and presented images of violence on television are experienced. These processes of constructing meaning of violence seen on television only be analyzed through analysis methodologies and interpretive or qualitative. It has been tried all sociological, cultural, religious and economic levels be found to that work can be representative of the community and not just a part of it. Each of the participants independently viewed and rated each clip on level of action, violence, and engaging nature using a 5-point rating scale from 1 (‘‘not at all’’) to 5 (‘‘extremely’’). For the main study, ï ¬ ve violent and nonviolent clips were selected to maximize differences in ratings of violence, while equating the clips on level of action and engagement. Paired-samples t-tests conï ¬ rmed that the violent clips were perceived as more violent than the nonviolent clips.Show MoreRelatedTelevision Is Destroying Todays Youth, but Dont Blame T.V., Blame the Parents.1302 Words   |  6 PagesEver since television was invented, it has become increasingly controversial every year since. So many programs and movies shown on television have become increasingly violent and show sexual innuendos and sexual content. If you were to turn on the six o clock news, you would hear about the murders and the kidnappings and the rapes and all of the horrible things which happen in society, presented in a neutral manner which makes them all seem not quite so bad. Imagine how that looks to twelveRead MoreExcessive Television Viewing Essay1459 Words   |  6 PagesExcessive Television Viewing TV or not TV? -Thats the question. We may not all be Hamlet, but we all struggle with our own existential issues and since television plays a major role in our existence it becomes an issue. The days are long past when we could consider TV to be an innocent, innocuous part of daily life or a casual baby-sitter. It is a powerful, persuasive teacher and a primary companion for children, many of whom spend more time in front of the television thanRead MoreAffect Violence on Television has on Children Essay690 Words   |  3 PagesAffect Violence on Television has on Children Don’t Young Children â€Å"Sponge It† from Television? If a stranger gives a candy and â€Å"junk food† to a child, the kid enjoys eating such foods even though they produce the harmful effects of rotting away at his teeth. With a parent to limit child’s intake of such harmful sweets, however, the child is protected from their damage. Similarly, the American public enjoys viewing violent and abusive programs at the risk of adapting aggressive and unacceptableRead MoreThe Effects Of Television On Children s Brain991 Words   |  4 Pagesdrugs,data-fight perpetration and victimisation;and weapons carrying.TV episode with violence does not only affect adults ,but also give children grow huge impact.Because children s brain is not yet mature, their life experience is not enough. It causes many times they do not have the ability to judge right or wrong. They only reimbursing emulate and learn what they saw and heard.After that they will use television program of treatment to deal with things over and over again, to think with TV s wayRead More Violent media Images and video games results in violent behavior890 Words   |  4 Pages Violent Media Images and Video Games Results In Violent Behavior Can violent media images and video games result in violent behavior? The answer is yes. For a few decades now hundreds of researchers have take time to research the relationship of media images and video games to violent behavior in children. In the next few paragraphs I will discuss why media images and video games result in violent behavior in children. This paper will also provide some important factors that adults shouldRead MoreThe Effects Of Violence On Young Children981 Words   |  4 PagesAmerica spend countless hours on the media, such as watching television, playing video games, or listening to music. Most media in the world today contains immeasurable images of violence, and average total media use of children throughout the United States is nearly 8 hours per day (Bushman Anderson, 2001). This means that through this constant access to the media, young children are exposing themselves to countless images of graphic violence. This is a serious issue, as young children a re greatlyRead MoreSocial Aggression : Interpersonal Relationships, Social Goals, And Self Image1137 Words   |  5 PagesSocial aggression harms one’s interpersonal relationships, social goals, and self-image. As Crick, Bigbee and Howes’s survey (1996, as cited in Martins Wilsons, 2012) showed, the social aggression is more frequently used among girls, since it can effectively damage girls’ social goals. Two theoretical explanations are provided for social aggression: social cognitive theory (Bandura, 2009, as cited in Martins Wilsons, 2012) and information processing theory (Huesmann, 1998, as cited in MartinsRead MoreMultimedia Violence : A Grave Threat Of Teens Of The New Generation. Craig A. Anderson1585 Words   |  7 PagesMultimedia Violence : A Grave Threat to Teens of the New Generation Craig A. Anderson, an eminent director of the Center for the Study of Violence at Iowa State University, commented on multimedia violence saying, â€Å"Exposing children and adolescents (or ‘youth’) to violent visual media increases the likelihood that they will engage in physical aggression against another person. By ‘physical aggression’ we mean behavior that is intended to harm another person physically, such as hitting with a fistRead MoreMEDIA VIOLENCE Essay1374 Words   |  6 Pagesworst part of this scenario is that we’re addicted to it. Violence is everywhere and we all have an addiction for it. We’re exposed to it in everyday and we love to watch violence on television. There are many different representations of violence evident in movies and Television. Media violence can best be described in the words of Gerbner and Signorelli: â€Å"Most research studies have defined media violence as the depiction of overt physical action tha t hurts or kills or threatens to do so... It depictsRead MoreThe Roots Of Cultivation Theory1727 Words   |  7 Pagesto violent television programs has the ability to change a person’s beliefs and attitudes. This paper will discuss the roots of cultivation theory, create a working definition of the theory, identify key terms and components of cultivation analysis and finally develop a real life example of cultivation theory in action to further clarify the topic. Television is the source of the most broadly shared images and messages in history. Mainstream of the common symbolic environment. Television shows no

Animate Form By Greg Lynn Essay Example For Students

Animate Form By Greg Lynn Essay Book Review: Animate Form by Greg Lynn Animate Form composed by Greg Lynn, is a book that challenges the design attacks of architecture in 1999s.In the book, he discussed how designers deal to their edifice with inactive. He defines the term of â€Å"animation† as an development of a signifier and the force which determining the signifier by connoting animalism, animism, growing, propulsion, verve and virtuality. Lynn was seeking to make a system that projected forces are moving over the signifier themselves by presenting the pattern of life and gesture in writing package in his design development. He farther expresses his statement by utilizing the illustrations from cars and boats and provinces that the design attacks of their signifiers are straight related to the force received by the vehicles. Through presenting his thought of reverse kinetic in architecture signifier, Lynn stress his statement by disputing the ways how designers approach in their design procedure. He contends that life can help in the edifice designs that trade with complicated force of gravitation which had one time disinterest by the designers. Besides, he besides illustrate a series of illustration from his old plants to demo the patterned advances of how alive signifiers shaped by forces with the concluding consequence as to back up his ain statement. As what Lynn mentioned the calculation design procedure of practical infinite in the book, it enables interior decorator to explicate and warrant the composite based signifier of concretion even their apprehension and cognition are limited. Here, Lynn had taken advantages of the historical illustrations such as the survey of curvature by Entienne-Jules Marey and the instance survey of Quattro Fontane by Francesco Borromini to explicate his idea processes on how he came to the thought of life and the restrictions in order to achieve their qualities in signifier design Greg Lynn ( 1991 ) Animate Form. New York. Princeton Architectural Press. Pp. 9 Ibid. Pp. 10 Furthermore, Lynn province the geometries signifiers shaped by Baroque constructions was antecedently characterized wrongly as signifier that are built up by uninterrupted watercourse of comparative value and basically the spline defined in his computational design should categorise similar with them3. Lynn farther explains the inactive relationship between composite curves and occultations will be created when the signifiers of Baroque geometric adhered to cardinal radii ( Figure 1.1 ) , while spline geometry that adopt in computer-aid design procedure enable vectors to run and modulate through control vertices ( Figure 1.2 )4.Lynn besides tried to analyze how Baroque architecture trade with complex curve designs in order to analyze the nature and belongingss of splines in computing machine life design every bit good as the restrictions of inactive system. Figure 1.1 ( Beginning: Animate Form by Greg Lynn ) Figure 1.2 ( Beginning: Animate Form by Greg Lynn ) Ibid. Pp. 20 Ibid. Pp. 20 He uses the research of curvature carry out by Entienne-Jules Marey as case in point to back up his statement of calculation life in relation to infinite and clip. Through the thoughts that had been to the full utilized into the issues of life, Lynn successfully creates credibleness to his statement. Marey described by Lynn as one of the innovator morphologist to travel off from the signifier survey of inert Cartesian infinite toward the research of beat, motions, pulsations, flows and their effects on signifier as clip passed5. Figure 2 is an image that demoing research of motion illustrated by Marey. He was seeking to snapshot a continual series of imaginations that captured from the gesture of a horse’s limb. This method is so adopted by Lynn and often uses in snapshotting series of imaginations in his generated life. Harmonizing to Lynn, everything that designed for map should follow with the environing acting forces. Supply and Demand EssayBesides, Lynn besides argues that even presents computing machine are going omnipotent in the procedure of planing, but they are still non capable to plan by their ain. In order to beef up his statement, he dispute the thought of John Frazer and Karl Chu who are the design theorists that claim that computing machines are originative plenty and have the capableness to bring forth familial design schemes by themselves12. Here, Lynn had design a parametric quantity in order to cover with the computational design at the same clip supporting himself from other critics whom might believe that computational life had taken over the design works from designers. Harmonizing to Lynn, he believe computing machine should utilize as a tool in procedures of planing but non as what Frazer and Chu had argued that allow the computing machines to plan by themselves.Thus, this contrast had allows Lynn to show the of import function of computational life that played in architectu ral design.He besides mentioned that interior decorators should handle their computing machine like a pet because if the abandon of design procedures were controlled and disciplined, it will enable one to foretell the if behavior or public presentation of computational design system and the mathematics behind them13. Ibid. Pp. 19 Ibid. Pp. 19 Ibid. Pp. 20 Greg Lynn is a theoretical designer and philosopher that develop the architectural construct of animated based signifier and performativity based architecture. Even though â€Å"Animate form† had published long ago in 1999s, it had still efficaciously foreseen and argues the part to the development of computational design in architecture presents. Lynn had good reinforced and utilized his thought in the development of architecture sector through comparison and contrasting the different political orientations that are either recognize or refute with his statement. Through the illustrations and signifiers taken from his old plants, Lynn able to reason the relationship between capablenesss of life to adumbrate the force and how can be the signifier shaped in order responds to the force. Lynn successfully explored the strength of computational life design in the architectural promotion at the same clip supplying a whole new positions and chance in design procedures. Mentions: Book Greg Lynn. ( 1991 ) . Animate Form. New York. Princeton Architectural. Website hypertext transfer protocol: //glform.com/buildings/port-authority-triple-bridge-gateway-competition/ retrieved by 30 August 2014 hypertext transfer protocol: //www.basilisk.com/P/portauthority_561.html retrieved by 31 August 2014 hypertext transfer protocol: //cgg-journal.com/2005-3/04/ retrieved by 31 August 2014

Problems of the Juvenile Delinquent in Modern Society

Introduction The increase of violence among the teen and youth population has risen considerably in the last ten or fifteen years. The growth has surpassed boundaries to reach and touch every family, neighborhood, country, and continent in the world. Nationally, there has been a significant rise in youth or juvenile violence. Indeed, studies indicate that there has been a rise in juvenile delinquency by nearly 50 percent.Advertising We will write a custom essay sample on Problems of the Juvenile Delinquent in Modern Society specifically for you for only $16.05 $11/page Learn More Reports further indicate that this rise has put tremendous pressure on the juvenile justice system and this has caused a dangerous environment in neighborhoods, making it nearly impossible to hold juvenile responsible for their actions, and leaves the rehabilitation requirements of the juveniles practically impossible to address the ever rising number of juvenile offenders in an d out of the system. Pinckney-Edwards (2008) writes that â€Å"our urban cities nationwide feel the brunt of a system that has fallen short of meeting the challenge presented during the past decade.† A testament to the weight felt by society by the failure of the juvenile justice system to undertake its roles effectively. There are a number of risk factors that have led youths to engage in risky behaviors. Most of these factors are paradoxical to the ‘protective dynamics’ that should positively influence a youth’s ability to participate in self-destructive behavior. Rather than leave the task of addressing juvenile delinquency to authorities, families and the society in general should take a greater role to play in deterring youths and other young persons from engaging in risky behaviors. However, the juvenile justice also requires an overhaul in order to address the rising statistics on juvenile delinquency. The Role of the Society in Addressing Juvenile Delinquency Educational Institutions The risk factors that cause young persons to engage in violent behavior are frequently caused by society’s failure to instill good values upon this delicate segment of the population. Although studies show that most of these problems arise from problems within family setups, there is also evidence that problem behaviors that lead to risky behaviors tend to cluster, for instance, drug abuse, teen pregnancy and school dropout are closely linked. Besides, risk factors tend to function in a cumulative manner; that is the higher the number of risk factors, the more the probability of a youth to engage in risky behavior. If society, for instance, a school administration took a more active role in identifying or lessening these risk factors and taking appropriate steps, this would be cause a considerable reduction in the number of juvenile delinquents.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your fi rst paper with 15% OFF Learn More Educational institutions should be at the forefront in averting juvenile delinquency by establishing help centers where young persons can seek help freely while maintaining their privacy. Counseling sessions for these persons would have a greater impact at preventing potential participation in risky and violent conduct. Early interventions would also reduce the number of risk factors and hence reduce the chances of the youth to participate in vices such as drug abuse, criminal behaviors and violence. Some of the early warnings that may be used indicate that a youth is exposed to risk factors include unexplained truancy, sudden low academic achievement, low self esteem, antisocial behavior, and so on. Professional at educational institutions should identify such individuals and intervene before matters get out of hand. The problem of juvenile delinquency is most common among teens and young persons from poor backgrounds. Most of these person s have either out of school or possess low academic qualifications (do not have high a school diploma) that may not land them a well paying job. For a young person from a poor family who is not working, crime becomes an easier lure. Strategies such as the creation of numerous small high schools and increasing retention for all students have been effective in countering delinquency in New York City. These models offer small classes, rigorous class work related to youth development and practical experiences such as work and community service. This model should be extended to other cities since education leads to employment and an income. Besides, school-going teenagers and youths have no time to engage in risky behaviors, especially, when they are kept busy through hands-on work experiences. Legal Institutions Although educational institutions and the society in general have a role to play in addressing juvenile delinquency, legal provisions pertaining to juveniles also require amendm ents to become more effective. A five-year study conducted by the National Center on Addiction and Substance Abuse (CASA) reported that although 80 percent of all young persons arrested were under the influence of drugs when they committed a crime, a paltry 3.6 percent of these arrestees received help regarding substance abuse. The report showed that 1.9 million out of 2.4 million juvenile arrests had substance dependence and that only 68,600 of these arrestees received substance abuse treatment. The juveniles are simply punished and released without offering them any help to get back to their feet. Consequently, the juvenile justice system requires radical corrections to address the needs of juveniles and deter then from engaging in risky behavior. Conclusion Juvenile delinquency affects almost every member of the society and therefore every person should lend a hand in addressing the situation. Every intervention effort must be placed to identify symptoms of this issue at an early stage so that solutions are found.Advertising We will write a custom essay sample on Problems of the Juvenile Delinquent in Modern Society specifically for you for only $16.05 $11/page Learn More However, greater responsibility lies in the hands of neighborhoods and the society in general. Legal systems also require corrections to address issues of teens and youths so that once they are released, they can change from their previous ways and adopt a positive lifestyle. Reference Pinckney-Edwards, J. M. (2008). Introduction to Juvenile Justice.A Research Paper Presented to The Academic Department of the School of Business and Economics In partial Fulfillment of the Requirements for the Degree of Doctorate in Business Administration. This essay on Problems of the Juvenile Delinquent in Modern Society was written and submitted by user Trevon Nash to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Aphorisms, Mottos and Sayings

Aphorisms, Mottos and Sayings Aphorisms, Mottos and Sayings Aphorisms, Mottos and Sayings By Maeve Maddox Many depictions of old people on American television–for example, Grandpa Simpson–reflect contempt for the elderly, but the language presents a different picture. The variety of words for â€Å"wisdom passed down the generations† suggests a tradition of respect for the experience of one’s elders. I’ve already written about the words proverb and adage. Here are a few more English words that mean â€Å"an often-repeated wise saying.† The dates in parentheses correspond to the earliest citations in the OED. Because so many of the definitions for these words contain the adjective pithy, I’ll define this word up front: pithy (adjective): of language or style; full of concentrated meaning; conveying meaning forcibly through brevity of expression; concise, succinct; condensed in style; pointed, terse, aphoristic. aphorism (1570) In a scientific context, an aphorism is the statement of a principle, but in general usage, an aphorism is a short pithy sentence containing a truth of general import. For example, â€Å"A living dog is better than a dead lion.† apothegm (1570) Also spelled apophthegm, an apothegm is a terse, pointed saying that embodies an important truth in few words. It will be pithy and may also be sententious, like one of Dr. Johnson’s oft-quoted sayings: â€Å"Patriotism is the last refuge of a scoundrel.† axiom (1578) This term is from Latin axioma, which in turn comes from a Greek word meaning â€Å"that which is thought worthy or fit, that which commends itself as self-evident.† In a scientific context, an axiom is a self-evident proposition requiring no formal demonstration. For example, it’s an axiom that the Earth revolves around the Sun. dictum (1586) A dictum is an authoritative pronouncement attributed to a particular person or source. For example, Harry Selfridge (1858-1947) is credited with the dictum, â€Å"the customer is always right.† maxim (1450) A maxim states a rule of conduct or action in the form of a proverb: â€Å"Early to bed and early to rise makes a man healthy, wealthy, and wise.† motto (1589) Nowadays we use the word motto to mean any maxim that a person tries to follow as a rule of conduct. For example, I once had a kitchen with very little counter- or drawer-space; my motto was, â€Å"If it will hang, hang it.† Motto originally referred to a word or sentence attached to a design, as in heraldry. For example, the emblem of the Prince of Wales is three white ostrich feathers with the German motto Ich dien, â€Å"I serve.† precept 1375 Similar to a maxim, a precept is a general command or injunction; a rule for action or conduct, especially a rule for moral conduct. A precept that has implications for personal privacy and security is, â€Å"A man’s home is his castle.† saw (c. 1000) The sayings of King Alfred (849-899) were known as saws, a word that comes from the verb â€Å"to say.† One of Alfred’s saws that I can recall without looking it up is, â€Å"Tell it to your saddlebow.† That means â€Å"Don’t go sharing your plans or worries with others; keep your own counsel.† saying (1303) Like saw, saying comes from the verb â€Å"to say.† The word can apply to any current or habitual expression of wisdom or truth. For example, â€Å"The experience of many lottery winners tends to prove the truth of the saying that a fool and his money are soon parted.† I’ll let you decide for yourselves which of these nine terms best describes each of the following expressions: A penny saved is a penny earned. A job worth doing is worth doing well. A lie often told becomes the truth. A little knowledge is a dangerous thing. Actions speak louder than words. All work and no play make Jack a dull boy. Beauty is in the eye of the beholder. Birds of a feather flock together. Charity begins at home. Curiosity killed the cat. Little drops the mighty ocean make. Love conquers all. No use crying over spilt milk. Opposites attract. Rome wasn’t built in a day. Strike while the iron is hot. Time is money. Two heads are better than one. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:50 Idioms About Legs, Feet, and ToesGrammar Quiz #21: Restrictive and Nonrestrictive ClausesA Yes-and-No Answer About Hyphenating Phrases

The Day the Mona Lisa Was Stolen

The Day the Mona Lisa Was Stolen On August 21, 1911, Leonardo da Vincis Mona Lisa, today one of the most famous paintings in the world, was stolen right off the wall of the Louvre. It was such an inconceivable crime, that the Mona Lisa wasnt even noticed missing until the following day. Who would steal such a famous painting? Why did they do it? Was the Mona Lisa lost forever? The Discovery Everyone had been talking about the glass panes that museum officials at the Louvre had put in front of several of their most important paintings in October 1910. Museum officials said it was to help protect the paintings, especially because of recent acts of vandalism. The public and the press thought the glass was too reflective and detracted from the images. Some Parisians quipped that perhaps art such as the real Mona Lisa had been stolen, and copies were being passed off to the public. Museum director Thà ©ophile Homolle retorted you might as well pretend that one could steal the towers of the cathedral of Notre Dame. Louis Bà ©roud, a painter, decided to join in the debate by painting a young French girl fixing her hair in the reflection from the pane of glass in front of the Mona Lisa. On Tuesday, August 22, 1911, Bà ©roud walked into the Louvre and went to the Salon Carrà © where the Mona Lisa had been on display for five years. But on the wall where the Mona Lisa used to hang, in between Correggios Mystical Marriage and Titians Allegory of Alfonso dAvalos, sat only four iron pegs. Bà ©roud contacted the section head of the guards, who thought the painting must be at the photographers. A few hours later, Bà ©roud checked back with the section head. It was then discovered the Mona Lisa was not with the photographers. The section chief and other guards did a quick search of the museum- no Mona Lisa. Since museum director Homolle was on vacation, the curator of Egyptian antiquities was contacted. He, in turn, called the Paris police. About 60 investigators were sent over to the Louvre shortly after noon. They closed the museum and slowly let out the visitors. They then continued the search. It was finally determined that it was true- the Mona Lisa had been stolen. The Louvre was closed for an entire week to aid the investigation. When it was reopened, a line of people had come to solemnly stare at the empty space on the wall, where the Mona Lisa had once hung. An anonymous visitor left a bouquet of flowers. Museum director Homolle lost his job. Why Did No One Notice? Later reports would show that the painting was stolen for 26 hours before anyone noticed it.   In retrospect, thats not all that shocking. The Louvre Museum is the largest in the world, covering an area of about 15 acres. Security was weak; reports are that there were only about 150 guards, and incidents of art stolen or damaged inside the museum had happened a few years earlier. In addition, at the time, the Mona Lisa was not all that famous. Although known to be an early 16th-century work of Leonardo da Vinci, only a small but growing circle of art critics and aficionados were aware that it was special. The theft of the painting would change that forever.   The Clues Unfortunately, there wasnt much evidence to go on. The most important discovery was found on the first day of the investigation. About an hour after the 60 investigators began searching the Louvre, they found the controversial plate of glass and Mona Lisas frame lying in a staircase. The frame, an ancient one donated by Countess de Bà ©arn two years prior, had not been damaged. Investigators and others speculated that the thief grabbed the painting off the wall, entered the stairwell, removed the painting from its frame, then somehow left the museum unnoticed. But when did all this take place? Investigators began to interview guards and workers to determine when the Mona Lisa went missing. One worker remembered having seen the painting around 7 oclock on Monday morning (a day before it was discovered missing) but noticed it gone when he walked by the Salon Carrà © an hour later. He had assumed a museum official had moved it. Further research discovered that the usual guard in the Salon Carrà © was home (one of his children had the measles) and his replacement admitted leaving his post for a few minutes around 8 oclock to smoke a cigarette. All of this evidence pointed to the theft occurring somewhere between 7:00 and 8:30 on Monday morning. But on Mondays, the Louvre was closed for cleaning. So, was this an inside job? Approximately 800 people had access to the Salon Carrà © on Monday morning. Wandering throughout the museum were museum officials, guards, workmen, cleaners, and photographers. Interviews with these people brought out very little. One person thought they had seen a stranger hanging out, but he was unable to match the strangers face with photos at the police station. The investigators brought in Alphonse Bertillon, a famous fingerprint expert. He found a thumbprint on the Mona Lisas frame, but he was unable to match it with any in his files. There was a scaffold against one side of the museum that was there to aid the installation of an elevator. This could have given access to a would-be thief to the museum. Besides believing that the thief had to have at least some internal knowledge of the museum, there really wasnt much evidence. So, whodunnit? Who Stole the Painting? Rumors and theories about the identity and motive of the thief spread like wildfire. Some Frenchmen blamed the Germans, believing the theft a ploy to demoralize their country. Some Germans thought it was a ploy by the French to distract from international concerns. The prefect of the police had several theories, quoted in a 1912 story in The New York Times: The thieves- I am inclined to think there were more than one- got away with it all right. So far nothing is known of their identity and whereabouts. I am certain that the motive was not a political one, but maybe it is a case of sabotage, brought about by discontent among the Louvre employees. Possibly, on the other hand, the theft was committed by a maniac. A more serious possibility is that  La Gioconda  was stolen by someone who plans to make a monetary profit by blackmailing the Government. Other theories blamed a Louvre worker, who stole the painting in order to reveal how bad the Louvre was protecting these treasures. Still, others believed the whole thing was done as a joke and that the painting would be returned anonymously shortly. On September 7, 1911, 17 days after the theft, the French arrested the French poet and playwright Guillaume Apollinaire. Five days later, he was released. Though Apollinaire was a friend of Gà ©ry Pià ©ret, someone who had been stealing artifacts right under the guards noses for quite a while, there was no evidence that Apollinaire had any knowledge or had in any way participated in the theft of the  Mona Lisa. Though the public was restless and the investigators were searching, the  Mona Lisa  did not show up. Weeks went by. Months went by. Then years went by. The latest theory was that the painting had been accidentally destroyed during a cleaning and the museum was using the idea of a theft as a cover-up. Two years went by with no word about the real  Mona Lisa. And then the thief made contact. The Robber Makes Contact In the fall of 1913, two years after the  Mona Lisa  was stolen, a well-known antique dealer in Florence, Italy named Alfredo Geri innocently placed an ad in several Italian newspapers which stated that he was a buyer at good prices of art objects of every sort.   Soon after he placed the ad, Geri received a letter dated Nov. 29, 1913, that stated the writer was in possession of the stolen  Mona Lisa. The letter had a post office box in Paris as a return address and had been signed only as Leonardo. Though Geri thought he was dealing with someone who had a copy rather than the real  Mona Lisa, he contacted Commendatore Giovanni Poggi, museum director of Florences Uffizi museum. Together, they decided that Geri would write a letter in return saying that he would need to see the painting before he could offer a price. Another letter came almost immediately asking Geri to go to Paris to see the painting. Geri replied, stating that he could not go to Paris, but, instead, arranged for Leonardo to meet him in Milan on Dec. 22. On December 10, 1913, an Italian man with a mustache appeared at Geris sales office in Florence. After waiting for other customers to leave, the stranger told Geri that he was Leonardo Vincenzo and that he had the  Mona Lisa  back in his hotel room. Leonardo stated that he wanted a half million lire for the painting. Leonardo explained that he had stolen the painting in order to restore to Italy what had been stolen from it by Napoleon. Thus, Leonardo made the stipulation that the  Mona Lisa  was to be hung at the Uffizi and never given back to France. With some quick, clear thinking, Geri agreed to the price but said the director of the Uffizi would want to see the painting before agreeing to hang it in the museum. Leonardo then suggested they meet in his hotel room the next day. Upon his leaving, Geri contacted the police and the Uffizi. The Return of the Painting The following day, Geri and the Uffizi museum director Poggi appeared at Leonardos hotel room. Leonardo pulled out a wooden trunk, which contained a pair of underwear, some old shoes, and a shirt. Beneath that Leonardo removed a false bottom- and there lay the  Mona Lisa. Geri and the museum director noticed and recognized the Louvre seal on the back of the painting. This was obviously the real  Mona Lisa. The museum director said that he would need to compare the painting with other works by Leonardo da Vinci. They then walked out with the painting. The Caper Leonardo Vincenzo, whose real name was Vincenzo Peruggia, was arrested. Peruggia, born in Italy, had worked in Paris at the Louvre in 1908. He and two accomplices, the brothers Vincent and Michele Lancelotti, had entered the museum on Sunday and hid in a storeroom. The next day, while the museum was closed, the men dressed in workmans smocks came out of the storeroom, removed the protective glass and the frame. The Lancelotti brothers left by a staircase, dumping the frame and glass in the staircase, and, still known by many of the guards, Peruggia grabbed the  Mona Lisa- painted on a white polar panel measuring 38x21 inches- and simply walked out of the museums front door with the  Mona Lisa  under his painters smock. Peruggia hadnt had a plan to dispose of the painting; his only goal, so he said, was to return it to Italy: but he may well have done it for the money. The hue and cry over the loss made the painting far more famous than before, and it was now far too dangerous to try to sell too quickly. The public went wild at the news of finding the  Mona Lisa. The painting was displayed at the Uffizi and throughout Italy before it was returned to France on Dec. 30, 1913. After Effects The men were tried and found guilty in a tribunal in 1914. Peruggia received a one year sentence, which was later reduced to seven months and he went home to Italy: there was a war in the works and a resolved art theft was no longer newsworthy. The Mona Lisa became world-famous: her face is one of the most recognizable in the world today, printed on mugs, bags, and t-shirts around the globe. Sources and Further Reading McLeave, Hugh. Rogues in the Gallery: The Modern Plague of Art Thefts. Raleigh, NC: Boson Books, 2003.  McMullen, Roy. Mona Lisa: The Picture and the Myth. Boston: Houghton Mifflin Company, 1975.Nagesh, Ashitha. Mona Lisa is moving: What does it take to keep her safe? BBC News, 16 July 2019.  Scotti, R.A. The Lost Mona Lisa: The Extraordinary True Story of the Greatest Art Theft in History. New York: Bantam, 2009.  - Vanished Smile: The Mysterious Theft of the Mona Lisa. New York: Random House, 2010.  The Theft That Made The Mona Lisa A Masterpiece. National Public Radio, July 30, 2011.  Three more held in Mona Lisa theft; French Police Seize Two Men and a Woman on Perugias Information. The New York Times, Dec. 22, 1913. 3.  Zug, James. Stolen: How the Mona Lisa Became the World’s Most Famous Painting. Smithsonian.com, June 15, 2011.

Bilingual education Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Bilingual education - Research Paper Example Two-way bilingual programs (TBP)- extremely beneficial for minority learners at the elementary level- student interactions based on cross-cultural relationships- role of the bilingual teacher- to facilitate meaningful interactions through carefully chosen activities and learning experiences- both native English speakers and minority students benefit from TBP- facilitate interactions among learners from various linguistic and socio-cultural backgrounds. Benefits of BE- language proficiency and academic achievement- promotes trans-cultural and transnational values- promotes multiculturalism, sharing of identities, and a broader enculturation- safeguards against segregation based on racism and stereotyping- fosters better content learning, employment opportunities, creativity, cognitive development-various societal or community benefits. BE contributing factors-unequal treatment of the linguistic minorities-low academic achievement, low self-esteem, and high dropout rates- can never undermine these positive outcomes of BE. BE as a supporting program for children with limited English proficiency-Hispanic population favor BE- demand from the immigrant community for BE-promotes equality, fraternity and mutual respect among children- need for more authentic studies-significance of NCLB. The use of one’s native tongue to teach a foreign language is generally understood as bilingual education and the system has been found to be effective in the case of learners with limited English proficiency. There are many researchers who hold that one’s native tongue plays a pivotal role in the teaching learning process among students who lack higher levels of English proficiency. Rossell and Baker have undertaken some remarkable studies on the educational effectiveness of bilingual education. The authors observe that bilingual education in the United States refer to