The ecological approach to classroom management

The ecological approach to classroom management An ecological approach to classroom and behaviour management accounts for the distinct individuality of each teaching setting. Such environments constitute a fusion of the many unique experiences, needs and expectations of their individual occupants. Hence, an ecological perspective embraces, attends to and nourishes this heterogeneity through the construction and maintenance of proactive, inclusive and positive learning environments. In the secondary school setting, this needs-based approach is both valuable and practical. (Arthur-Kelly, Lyons, Butterfield Gordon, 2003) Bronfenbrenner (1979, p.16) posits that behavior evolves as an interplay between person and environment. In the secondary classroom socio-cultural factors that have helped to shape each individual are also at play. These include race, family dynamics, gender, socioeconomic status, values and attitudes (Arthur-Kelly et al., 2003). As students mature, their histories of interacting with significant others must also be considered. For example, children with easygoing dispositions generally evoke positive reactions from social counterparts whereas those with less favourable dispositions attract negative, impatient or punitive responses. These bi-directional relationships may have contributed to lasting developmental effects (Berk, 2009). In educational settings coercive interactions, deficient teaching strategies and unfavourable learning environments may also lead to ingrained behavioural deficits (Conroy, Sutherland, Haydon, Stormont Harmon, 2009). Using an ecological approach, the classroom may be viewed as an ecology consisting of connected and intertwined personalities, activities, procedures and occurrences, all of which may impact upon behaviour (Arthur-Kelly et al., 2003). In comprehensively examining student behaviour, it is essential that all ecological contributions are identified and considered. With this approach, the relationship between the adolescent and influential environment factors is considered most critical rather than any suspected or diagnosed issues that the student may present with (Johnson Fullwood, 2006). This facilitates proactive manipulation or adjustment of the environmental context in which the behaviour occurs. Additionally, it ensures that actions are not merely reactive but seek to address causative imbalances (Arthur-Kelly et al., 2003). An ecological approach concerns itself with the construction and maintenance of positive learning environments comprised of effective preventative measures, targeted interventions where necessary and the fostering of student self-discipline. The provision of well delivered, engaging classroom activities that are perceived as worthwhile and meaningful by students, and attention to building positive, cooperative relationships are also imperative. An inclusive environment where students feel safe to contribute is created. In this way, classroom management becomes a collaborative process. The teachers task involves a cycle of providing structure, warmth and guidance, encouraging participation and belongingness, then monitoring and adjusting as necessary. (Osher, Bear, Sprague Doyle, 2010) In secondary classrooms, teachers face multiple challenges. By employing an ecological approach, the learning environment is enhanced, allowing students to share the burden by learning to participate constructively within a nurturing, dynamic system (Osher et al., 2010). Much research exists that extols the ecological approach as both practical and successful (Osher et al., 2010). Moreover, it is positively correlated with social and personal developmental gains and enhanced academic outcomes (McLeod, Fisher Hoover, 2003; Osher et al., 2010). 4 References Arthur-Kelly, M., Lyons, G., Butterfield, N., Gordon, C. (2003). Classroom management: Creating positive learning environments. (2nd ed.). South Melbourne, VIC: Cengage Learning Australia. Berk, L. E. (2009) Child development. (8th ed.). Boston, MA: Pearson. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press. Conroy, M., Sutherland, K., Haydon, T., Stormont, M., Harmon, J. (2009). Preventing and ameliorating young childrens chronic problem behaviors: An ecological classroom- based approach, Psychology in the Schools, 46, 1, 3-17. Johnson, H. L., Fullwood, H. L. (2006). Disturbing behaviors in the secondary classroom: How do general educators perceive problem behaviors? Journal of Instructional Psychology, 33, 1, 20-39. McLeod, J., Fisher, J., Hoover, G. (2003). The key elements of classroom management: Managing time and space, student behaviour and instructional strategies. Alexandria, VA: Association for Supervision and Curriculum Development. Osher, D., Bear, G. G., Sprague, J. R. Doyle, W. (2010). How can we improve school discipline? Educational Researcher, 39, 1, 48-58. 5 PART 2- TASK 4: In what ways could communication methods based on mutual respect alter the classroom ecosystem? How could these affect disruptive children as well as those who already exhibit positive behaviour? In the secondary school setting, effective communication skills are a vital component of positive learning environments. They enable teachers to alter the classroom ecology in such as way as to develop mutually respectful reciprocal interactions with students that serve to augment classroom experiences and outcomes. Well-developed communication methods may be used to enhance interpersonal exchanges, promote effective problem-solving and expedite conflict resolution. These are the vital building blocks that serve to build trust and understanding. Moreover, they assist greatly in facilitating warm reciprocal student/teacher relationships and productive learning environments which in turn, foster positive behaviour and learning outcomes. The use of effective communication processes in secondary classrooms has the potential to benefit students who exhibit disruptive behaviours as well as those who do not (Arthur-Kelly, Lyons, Butterfield Gordon, 2003). Many secondary school students perceive this time period to be especially challenging. Developmentally, such students are experiencing considerable upheaval as they begin to negotiate the maze to emotional, social, physical and cognitive maturity. The secondary school years are further complicated as adolescents begin to consolidate their sense of identity, strive for greater autonomy and freedom and expand their social networks. These momentous changes may cause many students to flounder and struggle both behaviourally and academically. Fortunately, through the use of effective interpersonal communication techniques teachers are able to build respectful, reciprocal relationships that bolster secondary students throughout this tumultuous journey. (Martin, 2010) 6 Effective communication skills have long been regarded as the backbone of classroom management that results in the creation and maintenance of positive learning environments (den Brok, Fisher, Wubbels, Brekelmans Rickards, 2006). As such, communication and more specifically, teacher interpersonal skills may be viewed as the single most influential tool in altering classroom ecology to facilitate positive behavioural and academic outcomes (den Brok, Fisher, Wubbels, Brekelmans Rickards, 2006). Much research also supports the notion that effective teacher interpersonal behaviour is positively correlated with greater student cognitive and behavioural outcomes (den Brok, Levy, Brekelmans Wubbels, 2006; Fraser Walberg, 2005; Urdan, Schoenfelder, 2006). More particularly, student motivation, learning and degree of compliance are predominantly shaped by their perception of their relationship with their teacher (den Brok, Levy, Brekelmans Wubbels, 2006). During the tumultuous secondary school years students care a great deal about establishing positive relationships with their teachers and the level of support this provides. Hence, students who exhibit challenging behaviours and their counterparts who do not, both respond with far greater enthusiasm, pronounced engagement and augmented effort, behaviourally and academically, when they perceive that their teachers care about them (Urdan, Schoenfelder, 2006). By using effective communication skills, teachers are equipped with the tools to impart this powerful belief in their students, thus leading to respectful reciprocal relationships, positively altered classroom ecology, increased compliance and associated behavioural and academic growth. 7 References Arthur-Kelly, M., Lyons, G., Butterfield, N., Gordon, C. (2003). Classroom management: Creating positive learning environments. (2nd ed.). South Melbourne, VIC: Cengage Learning Australia. den Brok, P., Fisher, D., Wubbels, T., Brekelmans, M., Rickards, T. (2006). Secondary teachers interpersonal behaviour in Singapore, Brunei and Australia: A cross-national comparison. Asia Pacific Journal of Education, 26, 1, 79-95. den Brok, P., Levy, J., Brekelmans, M., Wubbels, T. (2006). The effect of teacher interpersonal behaviour on students subject-specific motivation. The Journal of Classroom Interaction, 40, 2, 2-33. Fraser, B. J., Walberg, H. J. (2005). Research on teacher-student relationships and learning environments: Context, retrospect and prospect. International Journal of Educational Research, 43, 103-109. Martin, A. (2010). Building classroom success: Eliminating academic fear and failure. London: Continuum International Publishing Group. Urdan, T., Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331-349. 8 PART 3- TASK 7: Read the four scenarios on pages 174-176 in Arthur-Kelly et al., [2006] and using goal-centred theory identify in each of the four scenarios: a. How the child achieving his or her goal of misbehaviour helps the child to belong? b. How might the teacher restructure the learning environment to avoid future recurrences of these problems? Scenario 1: Liana is a pain (Attention) Liana requests continuous attention that commands teacher concern and assistance in order to fulfil her need for social belonging (Edwards, 2008). Liana mistakenly believes that she only matters when the teacher is actively paying her attention (NSW Department of Education, 1987). Scenario 2: Maria pouts (Power) Maria demonstrates a power focussed approach. By refusing to cooperate, Maria announces to her teacher and peers that she can prove her societal worth by doing whatever she likes. Asserting her authority enables Maria to achieve her goal of feeling powerful and important within the group. (Balson, 1992) Scenario 3: Ivan is violent (Revenge) Ivan seeks revenge. He feels misunderstood, unfairly treated and hurt. These feelings have accumulated over time as a result of negative interactions with others and negative student appraisals (Balson, 1992). To cope with such strong emotions and to achieve his goal of feeling uniqueness and group belonging, Ivan resorts to forcing others to share his pain (Ming-tak Wai-shing, 2008). Scenario 4: Rodney is lazy (Inadequacy) Rodney has become extremely discouraged and entrenched in a firm belief of his own inadequacy and inability. This belief acts like a shield which protects Rodney from further 9 humiliation. By demonstrating such pervasive disability, Rodney hopes that nothing will ever be expected of him. This affords him special status within the group as he is increasingly able to manipulate others into leaving him alone (Balson, 1992). To prevent perpetuating the abovementioned behaviours in a secondary school setting the teacher needs to reconstruct the classroom environment to promote positive behaviour. This may be achieved by conveying a genuine sense of caring, respect and inclusivity to all students. Additionally, adolescents need to feel empowered by being recognised for positive behaviours and receiving opportunities to shine. Teachers needs to impart the belief that the classroom is a welcoming place where students are valued, encouraged and treated fairly. (Arthur-Kelly, Lyons, Butterfield Gordon, 2003) Four factors are involved, the first being the establishment of democratically negotiated class rules with coordinated logical consequences. The second factor is the inclusive formulation of an effective conflict resolution mechanism, perhaps taking the shape of class discussion or negotiation meetings. Thirdly, the teacher should provide regular positive feedback and encouragement to all students, thus nurturing their need for belonging. Lastly, the teacher should employ specialised approaches to address the needs of discouraged students. (Arthur-Kelly et al., 2003) This may involve using strategies such as regularly rewarding attention-seekers when they display appropriate behaviour (Tauber, 2007). Power seekers might be enlisted to assist, exercise judgement or to tutor others with subsequent teacher encouragement (Nelsen, 2000). For revenge-focussed students, the teacher could focus on strengthening classroom relationships, perhaps by regularly manoeuvring situations that allow the student to shine in front of peers so that their negative appraisals begin to diminish (Ming-tak Wai-shing, 10 2008). Genuine support and encouragement may be expressed for students who display inadequacy. Additionally, carefully tailored learning situations may be used to enable frequent experiences of success and acknowledgement. Particular attention should be paid to expressing faith in ability at every opportunity (Ming-tak Wai-shing, 2008). 11 References Arthur-Kelly, M., Lyons, G., Butterfield, N., Gordon, C. (2003). Classroom management: Creating positive learning environments. (2nd ed.). South Melbourne, VIC: Cengage Learning Australia. Balson, M. (1992). Understanding classroom behaviour. (3rd ed.). Hawthorn, VIC: ACER. Edwards, C. H. (2008). Classroom discipline and management. (5th ed.). Hoboken, NJ: John Wiley Sons. Ming-tak, H., Wai-shing, L. (2008). Classroom management: Creating a positive learning environment. Aberdeen, Hong Kong: Hong Kong University Press. Tauber, R. T. (2007). Classroom management: Sound theory and effective practice. (4th ed.). Westport, CT: Praeger Publishers. Nelsen, J. (2000). Positive discipline: For teachers. Retrieved 25 November, 2010, from http://www.positivediscipline.com/questions_teacher/quest005.html NSW Department of Education. (1987). Understanding the roles and directing the characters goals of misbehaviour and how to respond. Retrieved 25 November, 2010, from http://alex.edfac.usyd.edu.au/localresource/schooldocs/respond.html 12 PART 4- TASK 9: Discuss the view put in Chapter 9 that you should develop and apply a model of classroom management that is aligned with both your personal philosophy of learning and teaching, and your personal approach to classroom management. It is crucial that pre-service teachers establish a model of classroom management that is in agreement with their personal learning/teaching philosophy and individual approach to classroom management. In constructing such an integrated structure, it is necessary to consider the contribution of personal values and beliefs as well as the various theories associated with instruction, pedagogy, development, behaviour, curriculum and assessment and the complex environmental attributes that constitute classrooms. A congruent and amalgamated philosophy, classroom management model and personal approach are prerequisites for facilitating success in dynamic secondary classroom ecologies. (Arthur-Kelly, Lyons, Butterfield Gordon, 2003) The process of developing such structures may be viewed as equally important as it enables the pre-service teacher to focus on and articulate a personal rationale (Goodyear Allchin, nd.). For pre-service secondary school teachers, this integrated approach is ak in to a blueprint, designed as a guide that all future classroom interactions may be evaluated against (Bosch, 2006). The process of creating an aligned teaching/learning philosophy, classroom management approach and model may be viewed as an essential planning phase (Arthur-Kelly et al., 2003). During this process, the pre-service teacher clarifies their assumptions, knowledge and beliefs regarding effective teaching/learning, the importance of classroom management, the theories that drive ones personal approach and the importance of ecological factors. Employing such scrutiny allows the pre-service teacher to reveal any discrepancies between their beliefs and intended actions and to develop a unique, consistent personal style. Any inconsistencies may be rectified, thus averting potential impediment to teaching practice (Osterman Kottkamp, 1993). 13 Pre-service secondary teachers are wise to conduct a thorough self-examination of their values, beliefs and their theoretical underpinnings prior to settling on a model of classroom management and corresponding learning/teaching philosophy. This synchronised technique engenders a surefooted base that maximises the potential for successful classroom interactions and achievements. Subsequent to employing this unifying approach, intentions, goals and methodology may be clearly communicated to all stakeholders (Raymond, 1997). Moreover, this framework allows the success of outcomes to be accurately measured and serves as a guide for reflective practice (Titus Gremler, 2010). This is especially important in secondary classrooms where a persistent, consistent and systematic approach is essential for the respectful and unambiguous communication that is a requirement in building positive learning environments (Arthur-Kelly et al., 2003). It is the pre-service teachers beliefs and values systems that drive their teaching practices and behaviour. An aligned model and approach to classroom management and personal philosophy of learning and teaching leads to consistent patterns of classroom communication and instruction and a well coordinated teaching style. Indeed, Heimlich and Norland (2002, p. 17) describe teaching style as a predilection toward teaching behaviour and the congruence between an educators teaching behaviour and teaching beliefs. Furthermore, the decisions that pre-service teachers make and the actions that ensue are reflections of their conscious beliefs regarding what constitutes effective teaching/learning. A teaching style marred by incongruity, lacks pedagogical reflection and direction, hence minimising the likelihood of effective and coordinated teaching practices (Titus Gremler, 2010). 14

Mary-Beth Hughes Israel †Glorifying the Common Occurrence :: Mary-Beth Hughes Israel Essays

Mary-Beth Hughes' Israel – Glorifying the Common Occurrence  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mary-Beth Hughes' short story titled "Israel" is a rich literary piece. Every detail within the story has some sort of meaning and is there for a reason. When analyzed, this story has a lot to say, however, when summarized, the storyline is rather simple. The story contains five characters, the mother, the father, their daughter, and the mother's friends, Dr. Derek Duncalf and Dr. Dan Ovita. The time period is unknown, except that it is during a time when Isralies are fighting to keep their homeland. The narration of the story is first person persona told by the daughter throughout. The setting is a house in London in which the mother is living with her daughter. The father lives in a bachelor pad just down the street. The storyline is that of a dysfunctional family in which the mother lives with her daughter, and the father has resorted to a separate house down the street. Dr. Duncalf is motivated to have a relationship with the mother, while Duncalf's friend, Dr. Ovita, is a pleasant man who is able to fix the daughter's problems by letting her come to Israel with him. The daughter communicates with her parents by mail, and in each reply her father signs it saying, "our love." The short story summarized above illustrates that life is not perfect, and people must make hard decisions in order to make their life happy, satisfying, and acceptable to them. The characters in this short story all show verisimilitude, making them major characters. Each one has his or her own personality, therefore making them round characters and not minor characters. This story, like most literature, contains more than just the details on top. Within the basic story lies oppositions, paradoxes, symbols, conflicts, complexities, ambiguities, tensions, as well as ironies; and each one contributes to what the reader can make of and associate with the story. The title of the story, "Israel," is relating to where the daughter moved to. The country of Israel is also where Dr. Ovita is from, and where he doctors the soldiers. Israel in itself represents a country that is currently fighting. They are fighting for themselves and fighting for their freedom. This associates with the story in a way that each character is doing what ever he or she has to do in order to be happy.

Mentoring Leadership Essay

Leadership has always been an important principle that shapes and motivates people to become better. It serves as a catalyst providing opportunities for members to recognize their strengths and grow from their experiences. Seeing this, to better understand Jesus’ style of mentoring leadership, it is then crucial to identify common elements shaping this approach and relate it with specific strengths and weaknesses. By actively determining these areas, it can create appreciation of how Jesus was able to hone his disciples to continue and expand his principles and teachings. Analyzing Jesus’ ministry, it can be argued that he seeks to promote a mentoring leadership style. This specific method corresponds to the ability of a leader to provide necessary means to train members to continue specific objectives. The main purpose of this style it to establish continuity and promote transcendence from an individual leader to several followers and expand the ideas or skills taught (Towns, 2007). Seeing this, Jesus’ participation and interaction with the disciples remains to be rooted in giving each one the capacity to pursue his teachings and become the fundamental groundwork for Christianity. Assessing the key strengths of this leadership approach, it can be argued that this process provides opportunities for the leader to become a teacher, communicate, and inspire members to follow. Under the first precept, a mentoring leadership style promotes the individual to become a teacher (Towns, 2007). Here, Jesus readily gives himself to be of service to his disciples by means of educating them about the scriptures and the values necessary to become a true Christian. Such dynamics then increase the ability of members to appreciate and relate with the purpose of Jesus both as a leader and a teacher. The second facet involves enhancing communication process. Here, Jesus’ ministry revolves around taking care of his disciples and becoming patient to their needs. Though the way Jesus communicates to his disciples may at oftentimes be metaphorical, he makes it a point to establish good connections with each one. This then trains the disciples to become committed towards reinforcing communication and dialogue as it remains to be a crucial precept to help promote the process of evangelization and conversion (Towns, 2007). The last part involves inspiring members to become better. Given the dynamics of Jesus’ ministry, he was able to put his words into actions and gain the respect of his disciples. Due to this, he was able to further his teachings and also allow members to recognize their individual inputs in the application of their specific leadership style (Towns, 2007). Due to this, Jesus was able to shape the value of his followers according to what he believes is essential. On the other hand, the weaknesses of this leadership style include (1) failure, (2) expectation of immediate results, and (3) live a life of isolation (Towns, 2007). In the first aspect, failure corresponds to the inability of a leader to create and develop the mentoring process. The most applicable example of this to Jesus’ life was the betrayal of Judas Iscariot and his limited ability to imbibe the teachings of Jesus. The second one looks into how some disciples expect immediate results from what the mentoring leader says. Applying this to the case of Jesus, the Bible has elaborated various scenes in the Gospel where the disciples question various principles and tenets of Jesus’ teaching. This then impedes the ability of disciples to fully take advantage of progressing and incorporating the ideas and values taught by Jesus to each one (Towns, 2007). Lastly, Jesus’ mentoring leadership style also promotes a life of isolation. Since Jesus is too focused to achieve his purpose and role in life, he found limited time to spend for himself and open up to his disciples about his personality and life (Towns, 2007). Though this cannot be entirely seen throughout Jesus’ ministry, this also served to provide confusion and misunderstanding among his disciples on specific occasions. In the end, Jesus’ mentoring leadership style illustrates both strengths and weaknesses in application. The strengths mentioned highlight how this approach can provide the opportunities for members to grow and continue the principles taught by the leader. However, the limitations of this approach also impede the ability to further encourage transcendence and growth. Regardless of these inputs, Jesus was successful in molding followers according to his purpose and beliefs due to his unconditional care given to his disciples together with the time and patience given.

buy custom Approaches of Exam Preparation essay

buy custom Approaches of Exam Preparation essay Exams can be very depressing especially when one is not fully prepared. Early preparing is always the best remedy. Different students use diverse approaches of exam preparation. It is always different for each as none has equal potential with the other. In addition, they possess conflicting preferences of the class of techniques to apply in their revision (Green and Wolf, 2005). Approaches of Exam Preparation Some students divide their study techniques into two. They deal with mathematical-oriented studies different from non mathematical-oriented ones. This separation is adopted by two classifications of students. The first one start by making detailed outlines of each analysis. The do their initial pass through non mathematical substance. Afterward they craft note cards from these outlines as their succeeding bypass through the substance. Eventually, they endeavor to commit the note cards to memory. For math segment, they try all textbook problems then carry out all problems from a revision manual. Anther lot does not hassle with textbooks at all when dealing with math-oriented fragments. They fold over a piece of paper in half along the length. When studying, they note down prospective questions on one half and the answers on the other. To set up themselves for exams, they quiz themselves with the queries they have constructed. Finally, they all attempt practice exams to get ready for t he ultimate exam. Yet others use an assortment of procedures to make it interesting. This kind of students get bored a single process of studying. They formulate outlines for a number of the material and tackle the problems for other parts of the materials. Finally, they make flashcards for another section of the syllabus. Sometimes they fashion presentations for diverse interpretations on the exam. The inventor of the computer adjusted notes can even put them up for sale after the exam is over. There are other students who cover a three-way approach in preparing for exams. First, they study through the material for hours and take notes. Secondly, they commence to work on problems on textbooks and old exam questions for weeks. Lastly, they make a widespread list of lists that recapitulates most of imperative things to commit to memory in exams. Other students combine all other methods of studying. To begin with, they create tease exam questions in their opening time in the course of readings. Then, they create question, answer note cards and flashcards, and memorizes them. Towards the exam, they take perform exams. The last class of students creates note cards as the first step. Next, they embark on cracking the problems. From this, an eventual list sheet, that is carried everywhere, is created. In conclusion, they take practice exams as well. Conclusion Students need to know the existing approaches of exam preparation. In addition, they ought to discover new tactics they can apply for their benefit. Discovering what works best for them and merging it with existing study methods can boost their performance. To avoid last minute rush, all students have to start all these processes as early as possible. Buy custom Approaches of Exam Preparation essay

The Dirty War essays

The Dirty War essays In a country surrounded by economic and political chaos the military decided it was their duty and their right to intervene and restore order. In Argentina in the year 1976, Isabel Pern, who was the President at the time, was toppled by a military coup that was led by Jorge Rafael Videla. Repression and violence followed in the years to come. Some of the worst violations of human rights were committed during the bureaucratic authoritarian regime that lasted from 1976 to 1983. This period in time has been known as the Dirty War. In class we had the opportunity to see a film that presented us with authentic testimonials from this era. The film Sol de noche directed by Pablo Milstein and Norberto Ludà ­n focused on the story of Olga and Luis and their horrible ordeal through this war. The film shows how even today, both the survivors of this war and the nation in general are trying to recapture their identity, but at the same time they still must deal with the memories of a horr ible past that still haunts them. During the rule of Isabel, Argentina found itself in a world of turmoil. Many guerrilla terrorist groups and Marxist-Leninist groups were organized. They were all in a struggle to control the government. On the other hand, the Argentine economy was experiencing inflation and capitol flight. It was all too evident that Isabels government was an ineffective and incompetent one. All the political and economic instability of the time led to the seizure of power by the military. When the military assumed power, their leader General Videla promised to end terrorism, stabilize the economy, and to restore a sense of morality to a society that found itself in disarray. The new political plan proposed by the military was called the The Process of National Reorganization or the Proceso. The military used counter-guerrilla tactics such as kidnapping, torturing, and ...

Final reflection Essay Example | Topics and Well Written Essays - 1000 words

Final reflection - Essay Example As while attending this class, I was literally flushed with images and visual representations of the surrounding culture, this class really redefined and reshaped the visual literacy I possess. It endowed me with the ability to interpret the physicality of things and brought me to the realization that a work of art not only happens to be a conveyor of information in a wide variety of manners, but also helped me understand the fact that a visual approach towards things imbues the consciousness with multiple meanings that are hitherto oblivious to the human perception (Leppert 178). It also helped me get a hold over the varied nuances associated with the mediums that are used to contrive art. The impact of this class had been so intense that now when I approach a work of art, I am not only enamored by the physicality of it, but have also discovered that my art appreciation abilities have been immensely enhanced by attending this class (Davies 156). Now I have come to respect the raw po wer inherent in the works of art and their capacity and ability to facilitate a complex physical and sensual experience. The onus of drafting discussion board posts on a regular basis matured and refined my capacity to analyze and criticize the works of art. This class has bolstered my visual literacy in the sense that it has enhanced my capacity to think and furthered my talent for creating and communicating graphically. I must acknowledge that hitherto my attitude towards art was not that mature and well contrived. My basic understanding of the role of art in life was limited and constrained. In that aspect this class has expanded my overall vision towards art. It has helped me understand that art not only stands to be an all embracing notion, but it has also played a pivotal and important role in the advancement of the mankind (Bennett 92). I have come to know that art tends to have multiple functions and that it is literally impossible to overestimate the relevance of art in lif e. Art has and will continue to play an important role in the enhancement of human consciousness (Bennett 92). Art not only helps an individual make a sense of the world surrounding one, but also much helps answering eternal questions pertaining to the nature of beauty and love. I have realized that not only the language of art happens to be universal, but art also pivotally helps in shaping the human notions of harmony and beauty. Art stands to be utterly important in the sense that it helps in linking human lives, ideals, values and interests. It goes without saying that commensurate with the refining of my innate capacity for art appreciation and my enhanced respect for the visual phenomenon, I experienced many breakthrough moments. I experienced many moments when I simply stood back and experienced many new things in the works of art that were hitherto familiar to me (Carroll 151). For instance only a few decades back I was looking at the black and white photographs by Ansel Ada ms. Earlier I looked at these photographs as just being merely black and white pictures. However, courtesy this class, when I look at these photographs now I am not only able to decipher the meanings hidden in the dark and light variations, but I am also able to appreciate the varied interplay of tones and texture contrived at by the artist in these pictures. Thereby now I have more of ‘wow’ moments when I look at a work of art. My approach towards art

Democratization in Russia after the collapse of Soviet Union Essay

Democratization in Russia after the collapse of Soviet Union - Essay Example Russia initiated all the four processes at once. In this case, it involves the redefinition of national identity, democratization, integration into the world economy, and market reform. This is contrary to other democratizing countries that may have undergone one or two of these transition processes, but not all at once. This essay is a critical analysis of an article Executive Deception by Steven Fish. The article has information on the type of systems appropriate for nations undergoing transition from authoritarian rule to democratic governance. It will begin with a discussion on the fall of the Soviet Union that initiated development of a new system. It also covers a brief description of the new system, its leadership ways and factors within the system that affect and promote democracy. It will then make a conclusion on the current state of Russia with Putin and Medvedev as its leaders. After the collapse of the Soviet Union, a new means of constituting supreme power emerged, new sources of legitimacy to the supreme power emerged and the idea of the presidency was introduced to the Russians. This was a revolutionary idea in a nation where hereditary monarchy and ideology as a source of legitimacy, dominated for years. However, the direction of the movement was a characteristic of Russia’s system of governance where all the power is embodied in one person and personified completely. According to Fish (2001), a system where power is embodied in one person and completely personified is referred to as ‘superpresidentialism’. The move towards democratic governance and the existence of the old system led to the formation of a conflict between democratic and autocratic tendencies that are still existent in Russia to date (Brown, 2001, p, 15). The collapse of the Soviet institutions contributed to the formation of a personalized style of politics (Fish, 2001: 179–81). As a result, Boris Yeltsin became the