The Creativity of an Artist Essay Example | Topics and Well Written Essays - 2250 words

The Creativity of an Artist - Essay Example Driving the phenomenological aspects as the main core in the creativity of music, the analysis puts into perspective philosophical and psychological elements including the nature of auditory reflection and the expressiveness of music as well. Elements that make music a creative industry and factored by James Aconley include rhythm is the primary and most essential component of musical experience. It covers among others melody, rhythm, and harmony. Reflective experience contains the enabling structure for facilitating musical rhythm. The relevance of musical hearing does not rely on specific types of focus in the auditory experience. In this context, putting much emphasis on the perceptual character of musical experience is against the basic principle that musical experience is a product of creative imagination. James Aconley is both a singer and a performer. He implores much creativity to juggle between the two related but different fields. It is not easy to copy singing because it e ntails composing and passing a specific message to the audience. To succeed, James uses a lot of information from compiled from various perspectives. He sings in many parts of the country and in many events and venues in the United Kingdom. Such venues include many theatres, restaurants and hotels, The CAA in London, parties and weddings, anniversary celebrations, as well as many other functions (Langer, 1953, 33).

Answer the question below Essay Example | Topics and Well Written Essays - 250 words - 2

Answer the question below - Essay Example He rejects materialistic explanation of the mind. His view has a negative relationship to the theories of evolution as the philosophers believed the spirit as evolving from epiphenomenon or powers of living matter. Science fails to bring out dignity as it uses observation to designate and quantify the numerous manifestations of life at a particular time. It is impossible to the spirit (Fiorenza, Francis, and John 55-75). Through reflection, we can analyze the mind. It is through theology that we can explain Gods creation. The Catholic Church endorse the biblical hermeneutic that life is godly and conveyed by Jesus Christ. They approve the gospel as being true in trying to explain the origin of life (Fiorenza, Francis and John 95-105). They validate the bible as having satisfactory message in life as it regards life as having a revelation. However, they are not fast in condemning science unless it has a repercussion on salvation or

Prevent Strategy and Fundamental British Value

Prevent Strategy and Fundamental British Value The direct governmental policy response to terrorist attack, because, most of the terrorist attacks, are believed to have been perpetrated by [G1]Islamist terrorist (fundamentalist), does give the impression that government has a significant Muslim problem in relation to attractions to violent extremism.[G2][G3][G4] The Labour government, in 2003, came up with a strategy to counter terrorism,[G5][G6] with the principal aim of protecting the public, preventing radicalisation, in response to the terrorist attack on September 11, 2001.[G7][G8] The strategy also contains measures to prepare for an attack and pursue attackers.[G9] This was before, the coordinated multiple bombing that led to the death of 56 people in London, termed 7/7, because, it happened on the 7th of June 2005, Islamist terrorist were believed to be behind the [G10]attack[so11]. However, after the 7/7 bombing the government launched the specific prevent strategy, schools and educational institution were brought into it, more funding was allocated to it. The duty of preventing violent extremism and a duty of care to students at risk of radicalisation was given to schools. In 2011 Prevent Strategy was transformed with new power and detailed tasks for schools and universities, by the coalition government. Prominence was giving to sa feguarding; schools giving the duty of promoting balanced and wide-ranging curriculum. Part of the changes to the prevent strategy is the power giving to Ofsted to inspect schools and sanction staff with extremist views.[G12][G13][G14][G15] The government issued the revised teachers standard, with the term fundamental British value (FBV), making its debut, in 2012. Clarke believed FBV came about, because of suspected penetration of Birmingham schools by a politicized strain of Sunni Islam. [G16]In 2014, schools received guidance on promoting FBV in conjunction with students, spiritual, social and cultural development. FBV stands for democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.[G17][G18] Education institution, not intelligence gathering organization[G19][G20] Based on the British journal of Education, we should be less rather, worried about the fact that it might be, therapeuticizing of security that is going on. This suggests that various, governmental policies linking security and education are an attempt to appear to the public, as applying the right medi[G21][G22]cine to terrorism and security. The government wants to [G23]be seen to be singing the right song, in the process using educational institution, and the concern is not about the frequent association of security and resulting legislation with education, but r[G24][G25] system as a political tool to pacify the public[G26] (Durodie 2016). [G27][G28] The idea that was put forward through the Prevent agenda [G29]is that the danger the UK is from vulnerable people who may be radicalized (vulnerable to violent extremism), this is yet to be challenged (Richards 2011). The question that arises is, what are the criteria for ascertaining those that are susceptible to violent extremism, as well as why they are prone to it? There is no straight forward answer to this questions. Since, this a difficult question to answer, it is then subject to different interpretation by different people, for instance in January 2016 a [G30]10-year-old Muslim boy was questioned [G31]by the police after misspelling terrace as the terrorist in an essay[G32] (BBC, January 2016). This arises because there is no clear-cut way of determining who is vulnerable to radicalization, hence it was subjective from the school point of view. The question I like to ask, is would this boy had been subjected to this ordeal if he were white, and if he is not a Muslim? The act ion was taken by the school and the police also raise the question of profiling and can lead to the idea that only Muslims are sympathetic towards an extremist idea. Going back to the Irish terrorism, the response from the government was completely different. [G33][G34][G35]This type of policy tends to suggest that, those, who will yield to extremist ideology can be taught out of it, and can never get involve in extremism on their own will. Recent experience completely contradicts this ideology, for example, the person who carried out the attack on the house of common in London on March 22, 2017, acted alone the metropolitan police said, they could not find any evidence that he was radicalized, how was he supposed [G36]to have been educated out of it? Also, can we say all the people who had carried out the terrorist attack are vulnerable people?[G37] The government idea involving schools in the fight against extremism ideology is merely therapeutic at best, based on the evidence ava ilable people who intend to join the course of violent extremist are not always vulnerable, but, are usually driven by a passion of fighting against passive injustice and marginalization.[G38][G39][G40] Prevent strategy does have inadvertent penalties, for instance, [G41]a 15-year-old Hampshire schoolboy was subjected to interview by the anti-terrorist team. His teachers reported him to the police claiming they had safeguarding concerns when it was discovered that he visited an extremist website on his computer. An expert in the unit set up to deter young people from becoming a member of Izal interviewed Joe and his father. It was surprising to find out that, he was not watching beheading video, he had logged on to Ukip home page. But his misguided teacher, probably, he was overzealous or lack adequate training, considered Ukip to be an embodiment of evil. In Joes [G42]words, he had visited the site as well as a film of an English Defence League rally after a debate about extremism in the classroom. The problem with the who process is the fact that both father and son were subjected to terrorist treatment. It is not unconceivable that a program set to prevent radical Islam became th e tool that hounded those who are guiltless (Richard). Making schools and teachers agents of anti-radicalization and extremism is an unsettling issue, teachers and schools already had safeguarding duty, to give them extra power can always lead to misuse of power.[G43] The police also play a pivotal role in executing prevent strategy in schools, this, does appear to damage the confidence of the Muslim communities in police and professionals in the education sector (Awan 2012). In December 2009, local police officers visited a nursery in a mainly populated Muslim area of Birmingham, because, it was thought that the children may be at risk of extremism, as part Local police in Birmingham. This is certainly an unwelcoming development, as far as the community involved are concerned [G44](Casciani 2009). This and other incidents mentioned previously, highlighted, the difficulty and the danger of executing Prevent in schools, because, of the unintended consequence of stigmatizing young children. Schools should be left simply as the institution that makes learning possible, provide education and allows creativity, they should not be turned into a government policing agency, making teachers acting like detectives[G45], monitoring signs of extremism in stud ents. The outcome of a survey carried out by Ipsos MORI shows that some schools are not in agreement Prevent Strategy (Phillips, Tse et al. 2011)[G46] Fundamental British Values (FVB) The (DfE, 2012), does give teachers the directive not to destabilize fundamental British values, the statement is problematic because it originated from counter-terrorism prevent strategy, and leads to the following questions, what is Britishness, value as well as highlighting the relationship between the state and the teaching profession. Including such term in a document that regulates the teaching profession, does, implies that teachers are now detectives, the state political tool [G47]as well the custodial all that is British. This role as well making teachers role more complex, is also a distraction and may have the potential of taking away valuable teaching time. The idea of fundamental British seems wrong as it was introduced without any debate and so was the sinister racializing consequence as identified by teachers. It would have more appropriate to have a professional dialogue with all the stakeholders in the education sector, before coming up with such policy, it might be that the government sees teachers as a political puppet, and as such, they can be ordered and imposed upon[G48][G49][G50]. Smith suggested that the government method is maintaining status quo by blatantly approving equality by an assimilationist program (Smith 2013). This is contrary to the idea of FBV, that is meant to promote democracy and inclusiveness. It is fair to argue that not all the teachers that teach and work in schools are British if the FBV is exclusive to British, how are they supposed to protect a value that is alien to them, that bring back the question of what is Britishness? are fundamentals British values exclusive to the British? Since FBV and prevent strategy were imposed on teachers, it is impossible for, both, to be teachers and in-service to understand the appropriate method to use in promoting such values and be clear about them without appearing to be programming[G51] or encouraging jingoism in schools and classrooms (Eltonà ¢Ã¢â€š ¬Ã‚ Chalcraft, Lander et al. 2016)[G52][G53][G54][G55] The key drive of DfE direction is to inspire head teachers to enthusiastically encourage British values, British law and reject observance of religious law if it [G56]contradicts the law of the land, on one hand, the government is trying to promote diversity and multicultural Britain, and on the other trying to suppress religious law, which might be fundamental to people religious beliefs, this can cause problem in homes where they hold their religious belief very dearly. It gives the impression of[G57] a totalising discourse of civic [G58]jingoism that presents itself as willing to put up with diversity and plurality.[G59] The modified prevent agenda in 2015, sought to oversee the compliance of the education sector and place the requirement on schools to filter online content as well as put in place policies aimed at preventing a student from being drawn into terrorism. This move is an infringement on an individual [G60][G61]fundamental human right, as it limits the expression of religious views and opinion that may be different what is defined as FBV[G62].[G63] Although the government try to link extremism and enabling student through the medium of education, there is no direct connection (DCSF, 2008), and the use of traditional, political and military method to deal with the Irish terrorism 20 years ago is completely contrary to the method being used, because, the actors are different, the educational institution was not considered to be part of the therapy than.[G64][G65] The introduction of FVB in the new standard does change the way in which teachers competency are measured from using observable parameters to attaching more importance to values, hence, teachers will now be assessed based on the quality their conceptual interaction between student and the school. [G66] Conclusion Theresa May, when she was she was the Home Secretary, did admit that early edition of Prevent policy fell short of identifying threat from extremism; it was not adequate in dealing with extremist ideology that is the biggest challenge the society faces and not measures up to reaching those who might be in danger of radicalization [G67](Gardham 2011), the evidence available is yet to proof otherwise, despite involving education institution in the process of eliminating the risk of radicalization.[G68] References Awan, I. (2012). I Am a Muslim Not an Extremist: How the Prevent Strategy Has Constructed a Suspect Community. Politics policy (Statesboro, Ga.) 40(6): 1158-1185. Casciani, D. (2009). Nursery visited by counterà ¢Ã¢â€š ¬Ã‚ terrorism police officer. BBC News 11. Durodie, B. (2016). Securitising education to prevent terrorism or losing direction? British Journal of Educational Studies 64(1): 21-35. Eltonà ¢Ã¢â€š ¬Ã‚ Chalcraft, S., et al. (2016). To promote, or not to promote fundamental British values? Teachers standards, diversity and teacher education. British Educational Research Journal. Gardham, D. (2011). Universities complacentover Islamic Radicals, Theresa May Warns. The Telegraph. Phillips, C., et al. (2011). Community cohesion and PREVENT: how have schools responded?. Richards, A. (2011). The problem with radicalization: the remit of Preventand the need to refocus on terrorism in the UK. International Affairs 87(1): 143-152. Smith, H. J. (2013). A critique of the teaching standards in England (1984-2012): discourses of equality and maintaining the status quo. Journal of Education Policy 28(4): 427-448. 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The Road Not Taken Essay examples -- Literary Analysis, Robert Frost

Robert Frost’s â€Å"The Road Not Taken† has touched the hearts of people all over America and has rightfully earned its place in the American literary canon. Written in 1916 by one of the greatest poets in American history; Robert Frost uses an unique metrical form that brings nature to life and a gives the reader a firm understanding of the rural lifestyle. Inspired by his friend Edward Thomas, Robert Frost’s â€Å"The Road Not Taken† pits a man against two paths for which a difficult choice must be made. After that man makes his choice he tells the reader â€Å"Two roads diverged in a wood, and I— I took the one less traveled by, and that has made all the difference† (Frost). The man does not reveal whether he made the right choice; all he tells the reader is that his choice made a significant impact on his life. For decades, various literary critics have analyzed this piece of writing trying to uncover its true meaning. Many scholars hav e found this piece to be a truly inspirational work while others have pictured it nothing more than an ironic tale of right and wrong. Alexander Meiklejohn is one scholar who used Robert Frost’s poem to teach others about making the right choices. Katherine Kearns, on the other hand, feels that the poem does not live up to its popularity. The viewpoints and criticisms regarding this unique piece of literature stretch far and wide, proving that Robert Frost’s poem has intrigued readers for decades. A large volume of criticisms have emerged that offer new perspectives for readers to explore as they continue to read â€Å"The Road Not Taken† for decades to come. Alexander Meiklejohn found Frost’s poem to be a truly inspirational work. Meiklejohn was a philosopher and well-educated teacher. His views on life refl... ...terpretations of the story will vary. Robert Faggen takes this criticism a step further and relates the poem to Charles Darwin’s theory of evolution and how species evolved by making difficult choices through their existence. Karen Kearns represents those critics who do not feel strongly about Robert Frost’s poem. Though many critics can agree Robert Frost’s poem illustrates various levels of irony; Kearns finds it ironic that â€Å"The Road not Taken†, a mediocre poem at best, is being regarded as one of the most popular poems in the American literary canon. The criticisms for this poem will never end as long as people continue to make difficult choices in their lives. After reading the â€Å"The Road not Taken,† one can form their own criticisms about what path is right for them; whether it means taking the road bent in the undergrowth or embarking on the road not taken.

Talent Code

In The Talent Code, the process of building talent is described in depth. In order to create a talented basketball team I will use principles from this book. Talent is not entirely dependent on genes and you are not a finished product (talent wise) when you are first born. Growing talent in players requires three aspects that are described in the book. First, Deep practice is required to learn the skills necessary to become a skillful player. Deep practice is not about the amount of time spent practicing, but the concentration and effort given in the time while practicing.Second, Ignition is required in order to have the energy and passion required to practice and develop into a good basketball player. Ignition is the responsibility of the coach, because he/she must call on primal cues in order to ignite the players. Thirdly, master coaching is required in order to get the most out of each individual player. It is the responsibility of the coach to read each player and decide what st yle of coaching is most suited to inspire and teach that player. Deep practice is perhaps the most important aspect in developing talent.Deep Practice is the best way to produce myelin. Skill and talent is a result of nerve fibers firing fast and smoothly and myelin helps to make these firings happen faster and smoother the more times they are fired. Deep practice in basketball can be done in multitude of ways. The main idea of this practice should be targeted learning. What is the target? The target is to improve in every aspect of the fundamentals of basketball dribbling, shooting, and passing. Deep practice requires the player to be challenged enough to make mistakes, correct those mistakes, and keep improving.This is the most efficient way to create myelin and improve overall skill and talent. Practice should be held not with the idea to practice for as long and hard as possible, but with the idea to practice efficiently. Drills should be broken up into chunks in order to learn each specific movement . This will target each specific nerve firing required for the action. Secondly an idea would be to practice each drill in slow motion. This will help to make sure the movements are being done correctly so that the myelin is being used efficiently.Players should be one hundred percent focused on their drill. Deep practice requires a lot of energy that comes from ignition. Ignition is the motivation that comes from primal cues that players are largely unaware of. These primal cues mostly come from our distinctly human personality trait that gears us toward future belonging. It is our desire to be a part of groups of people who are accomplishing something worthwhile. In order to get ignition from a basketball team they must be inspired to want to be like a certain player or team. Videos should be shown of those teams and players.The challenge should be set forth that in order to be like those teams and players a lot of hard work will be required. This should ign ite the players into wanting to belong to that same exclusive group of players or teams. The coach has the most responsibility to inspire players into deep practice and ignition through Master Coaching. It is the coach’s responsibility to build myelin circuits for each player based on their individual personalities. The coach must tell the player how to practice in order to develop the skill circuit to fire the right way.The coach must know how to coach and interpret each players learning style. Each player may require a different style of coaching in order to ignite them and get them to fire the correct way. Once a skill is taught the coach should increase the level of difficulty quickly in order to shock the player. This is the fastest way to grow skill and challenge the player into deep practice. Coach should point out errors honestly and correct them in order for continuous improvement and in order to make sure myelin is being applied correctly to the nerve circuits.Good coaching should help support which circuit should be fired at the correct time. In short, myelin is the key to growing talent. The only way to grow myelin is deep practice that comes from ignition from primal cues. Talent is not a fixed thing for human beings and it can be learned. There is a lot of improving that can occur no matter what the starting skill level of the player is. Talent is more about commitment and concentration on the task being practiced. This is the best way to fire nerves quickly and grow myelin so that they keep firing that way.

Wobbling Pivot

The Wobbling pivot was that there was two men fighting over a bicycle and there were people listening to them in Attainment Square. There was a riot that had happened in China where there was a riot that happened and there were a lot of people protesting for domestic tranquility in Beijing. In the streets of Changing there were people in taxis and most of them that took a ride was businessman and foreigners because the fares prices were very high. There were policeman that were extremely violent or didn't care about their actions about how hey treated people in certain cities and china as a whole was corrupted.For example when some girl had been raped and killed there was no Justice against that and the family pleaded for a trial and they got it but it took a while. Another example is when the girl had got murdered and was raped and she died and the young girl funeral was held but officials said that killing is not a crime. Also there were people trying to fight for their individual rights like people had anger over the unsafe mines and the polluted water that was not safe to drink. There were unsafe working intuitions and endless demands of local officials for bribes and sex privileges.There had been a problem with the farming with the water supplies poisoned and their crops being ruined and there could be rising Incidences of cancer and that was a panic. There were peoples homes destroyed for no apparent reason and If they resisted thousands were fined and even going to Jail some of the time. The main two things that the officials wanted were money and power which they only got If from family or any kind of racial connections. There were many cities that were under attack in China and the people still protested and many were killed and very few police officers.If you broke any laws In China you may have been sentenced to death regarding these protests. There were other things Like Education, public safety; food security and culture were nit high state spendin g priorities but they focused more on passing examinations which meant you were a certain elite status. The state did not supply food, housing or water so It was up to you for survival Wobbling Pivot: Chapter 1 summary By Patriarchate-Spacewalking ring to fight for their individual rights like people had anger over the unsafe mines crops being ruined and there could be rising incidences of cancer and that was a panic.There were peoples homes destroyed for no apparent reason and if they things that the officials wanted were money and power which they only got if from police officers. If you broke any laws in China you may have been sentenced to death regarding these protests. There were other things like Education, public safety; food supply food, housing or water so it was up to you for survival