Arts Education Essay Example for Free

Arts Education Essay The purpose of this bibliography is to attain information from credible sources on arts programs in schools. The goal is to provide enough information so that the reader is then able to form their own opinions on the benefits, problems, and policies on arts programs at varying levels of education. Those looking to find detailed information will find this bibliography to be a good starting point. Parsad, B. , and Spiegelman, M. 2012. Arts Education in Public Elementary and Secondary Schools: 1999–2000 and 2009–10 (NCES 2012–014). National Center for Education Statistics, Institute of Education Sciences, U. S. Department of Education. Washington, DC. Web. 24 Jan. 2013 This source is a presentation of unbiased information about both the overall arts education programs and specific sections including: visual arts, music, dance, and theater/drama. The report utilizes a plethora of charts, graphs, and other visual aids to help organize and present the information. Parsad and Spiegelman first present their findings on overall arts education programs including the percentages of schools offering visual arts, music, dance and theater classes. They then dedicate ten to fifteen pages discussing the particulars of each section of the arts listed above. There is so much information in this article that it would be great for someone looking for a broad spectrum understanding of arts education programs. The visual aids complement the information presented and would be easy to incorporate into a variety of works. For someone who is looking to get very specific information about a specific program then this would be a good source to start with, the way the report is divided makes it very easy to find information on a specific sections of an arts program, i. e. music or drama. It would provide the reader with enough information that they could ask their own questions and be able to look further into a specific topic. Catterall, Dumais, and Hampden-Thompson. March 2012. The arts and achievement in at-risk youth : findings from four longitudinal studies. National Endowment for the Arts. Research Report #55). Web. 24 Jan. 2013. This research report is a presentation of years of studies conducted by the National Endowment for the Arts and similar organizations, most being government funded. The authors arrange the report in such a way that the bulk of the report is given through the use of visual graphs and charts, which are accompanied by conclusive statements like â€Å"Teenagers and young adult s of low socioeconomic status (SES) who have a history of in-depth arts involvement show better academic outcomes than do low-SES youth who have less arts involvement. They earn better grades and demonstrate higher rates of college enrollment and attainment. † (12) Most of the graphs simply relate percentages of students with low and high levels of art engagement to achieve certain things like high school graduation, entering a bachelors program, and attaining a steady professional level career. For every study and graph presented or reviewed there is clearly cited sources, if any confusion remains the appendix and cited pages are very clear about how to find more information. Being that this is a report of findings from a national organization it is not biased to or for support of arts programs. For anyone looking for specific statistics to use in a presentation or report of their own, this research report could be very helpful. As previously stated the bulk of the information is presented through graphs and charts that utilize percentages, and is therefore very easy to take and use in a presentation without having to do much work yourself. For someone looking for a more scholarly breakdown of the benefits of arts education on high-risk students this report will not be as helpful, as it would be time consuming to trace the information presented back to the original sources. Dwyer, M.Christine. 2011. Reinvesting in Arts Education: Winning Americas Future through Creative Schools. Presidents Committee on the Arts and the Humanities. Web. 24 Jan. 2013. The reports emphasizes the essential role that arts education programs play in improving student engagement and building creativity. Dwyer discusses, in a lengthy and wordy overview, the current Arts Education programs and policies shortcomings. â€Å"It is widely agreed that the U. S. public education system is not adequately serving a significant portion of our nation’s children and that public K-12 schools must change dramatically o achieve the Administration’s goal that the United States become a global leader in postsecondary attainment by 2020 School leaders and teachers will need to step up to the challenge of finding new ways to engage many more students in meaningful learning † (27) More importantly, this report discusses possible solutions such as reinvesting in arts education, and argues for creating arts-rich schools that can engage students in ways that complement the study of the arts and other traditional subjects such as literature, history, scien ce, and mathematics. Another key takeaway from this report is it shows readers the link between arts education and achievement in other subjects. Being that this source is a report by the President’s Committee on the Arts and the Humanities, it attempts to present evidence to support the positions of the president and his corresponding political party. As political and wordy as this report is it would most likely benefit someone looking into the politics side of arts education, it would not be as helpful for someone looking for developmental and long term benefits of art involvement in schools. Rabkin, Hedberg. 2011. Arts Education in America: What the Declines Mean for Arts Participation. Based on the 2008 Survey of Public Participation in the Arts. National Endowment for the Arts. (Research Report #52). Web. 24 Jan. 2013. This report presents its findings after researching important question related to arts education in America. Questions like: Has participation in arts programs declined? What does it mean for teachers and students? How has this affected participation in other extracurricular activities? How does this affect support for programs? The article presents the questions to the reader and then follows up with information that supports both positive and negative claims about the answer. Charts are used when needed to simplify information into an easily digestible visual aid. There are numerous sources used as evidence for the information presented, as well as suggestions for further investigation into the questions presented. This report has a very neutral stance towards the information presented. There is good information presented for varying arguments and the ultimate decision is left to the reader. This source would be a fair report to use in a work, especially if in an argumentative essay you need information for the view that opposes yours. However for someone looking for highly specific information this report will only be useful for an introduction into the questions being asked about the national education programs. Oxtoby, David W. 2012. The Place of Arts in Liberal Education. Liberal Education, v98 n2 p36-41 Spr 2012. Oxtoby uses a great deal of logic to explain his opinion on the place of arts in liberal education and he uses statistics to support his views. In his article, he states that diversity in the curriculum is a keystone to success in any liberal education program. He also claims that part of that diversity needs to include a program where students can express their creativity. Being able to express their creativity and the stimulation provided by arts programs lead to more successful students, both in academics, community involvement, and professional work environments. This article is a good source of simple and sound logic in support of arts programs being included in all liberal education. Oxtoby’s statements and presentation of the information is biased towards supports arts programs, but he always includes evidence to support his ideas. Also, while he does not approve of excluding arts in liberal education there is never any negativity in his statements, only more supporting evidence for his ideas. Some readers will find this article to be dry and uninteresting unless they already have some knowledge and opinions on the place of arts in education programs.

Arts Education Essay Example for Free

Arts Education Essay The purpose of this bibliography is to attain information from credible sources on arts programs in schools. The goal is to provide enough information so that the reader is then able to form their own opinions on the benefits, problems, and policies on arts programs at varying levels of education. Those looking to find detailed information will find this bibliography to be a good starting point. Parsad, B. , and Spiegelman, M. 2012. Arts Education in Public Elementary and Secondary Schools: 1999–2000 and 2009–10 (NCES 2012–014). National Center for Education Statistics, Institute of Education Sciences, U. S. Department of Education. Washington, DC. Web. 24 Jan. 2013 This source is a presentation of unbiased information about both the overall arts education programs and specific sections including: visual arts, music, dance, and theater/drama. The report utilizes a plethora of charts, graphs, and other visual aids to help organize and present the information. Parsad and Spiegelman first present their findings on overall arts education programs including the percentages of schools offering visual arts, music, dance and theater classes. They then dedicate ten to fifteen pages discussing the particulars of each section of the arts listed above. There is so much information in this article that it would be great for someone looking for a broad spectrum understanding of arts education programs. The visual aids complement the information presented and would be easy to incorporate into a variety of works. For someone who is looking to get very specific information about a specific program then this would be a good source to start with, the way the report is divided makes it very easy to find information on a specific sections of an arts program, i. e. music or drama. It would provide the reader with enough information that they could ask their own questions and be able to look further into a specific topic. Catterall, Dumais, and Hampden-Thompson. March 2012. The arts and achievement in at-risk youth : findings from four longitudinal studies. National Endowment for the Arts. Research Report #55). Web. 24 Jan. 2013. This research report is a presentation of years of studies conducted by the National Endowment for the Arts and similar organizations, most being government funded. The authors arrange the report in such a way that the bulk of the report is given through the use of visual graphs and charts, which are accompanied by conclusive statements like â€Å"Teenagers and young adult s of low socioeconomic status (SES) who have a history of in-depth arts involvement show better academic outcomes than do low-SES youth who have less arts involvement. They earn better grades and demonstrate higher rates of college enrollment and attainment. † (12) Most of the graphs simply relate percentages of students with low and high levels of art engagement to achieve certain things like high school graduation, entering a bachelors program, and attaining a steady professional level career. For every study and graph presented or reviewed there is clearly cited sources, if any confusion remains the appendix and cited pages are very clear about how to find more information. Being that this is a report of findings from a national organization it is not biased to or for support of arts programs. For anyone looking for specific statistics to use in a presentation or report of their own, this research report could be very helpful. As previously stated the bulk of the information is presented through graphs and charts that utilize percentages, and is therefore very easy to take and use in a presentation without having to do much work yourself. For someone looking for a more scholarly breakdown of the benefits of arts education on high-risk students this report will not be as helpful, as it would be time consuming to trace the information presented back to the original sources. Dwyer, M.Christine. 2011. Reinvesting in Arts Education: Winning Americas Future through Creative Schools. Presidents Committee on the Arts and the Humanities. Web. 24 Jan. 2013. The reports emphasizes the essential role that arts education programs play in improving student engagement and building creativity. Dwyer discusses, in a lengthy and wordy overview, the current Arts Education programs and policies shortcomings. â€Å"It is widely agreed that the U. S. public education system is not adequately serving a significant portion of our nation’s children and that public K-12 schools must change dramatically o achieve the Administration’s goal that the United States become a global leader in postsecondary attainment by 2020 School leaders and teachers will need to step up to the challenge of finding new ways to engage many more students in meaningful learning † (27) More importantly, this report discusses possible solutions such as reinvesting in arts education, and argues for creating arts-rich schools that can engage students in ways that complement the study of the arts and other traditional subjects such as literature, history, scien ce, and mathematics. Another key takeaway from this report is it shows readers the link between arts education and achievement in other subjects. Being that this source is a report by the President’s Committee on the Arts and the Humanities, it attempts to present evidence to support the positions of the president and his corresponding political party. As political and wordy as this report is it would most likely benefit someone looking into the politics side of arts education, it would not be as helpful for someone looking for developmental and long term benefits of art involvement in schools. Rabkin, Hedberg. 2011. Arts Education in America: What the Declines Mean for Arts Participation. Based on the 2008 Survey of Public Participation in the Arts. National Endowment for the Arts. (Research Report #52). Web. 24 Jan. 2013. This report presents its findings after researching important question related to arts education in America. Questions like: Has participation in arts programs declined? What does it mean for teachers and students? How has this affected participation in other extracurricular activities? How does this affect support for programs? The article presents the questions to the reader and then follows up with information that supports both positive and negative claims about the answer. Charts are used when needed to simplify information into an easily digestible visual aid. There are numerous sources used as evidence for the information presented, as well as suggestions for further investigation into the questions presented. This report has a very neutral stance towards the information presented. There is good information presented for varying arguments and the ultimate decision is left to the reader. This source would be a fair report to use in a work, especially if in an argumentative essay you need information for the view that opposes yours. However for someone looking for highly specific information this report will only be useful for an introduction into the questions being asked about the national education programs. Oxtoby, David W. 2012. The Place of Arts in Liberal Education. Liberal Education, v98 n2 p36-41 Spr 2012. Oxtoby uses a great deal of logic to explain his opinion on the place of arts in liberal education and he uses statistics to support his views. In his article, he states that diversity in the curriculum is a keystone to success in any liberal education program. He also claims that part of that diversity needs to include a program where students can express their creativity. Being able to express their creativity and the stimulation provided by arts programs lead to more successful students, both in academics, community involvement, and professional work environments. This article is a good source of simple and sound logic in support of arts programs being included in all liberal education. Oxtoby’s statements and presentation of the information is biased towards supports arts programs, but he always includes evidence to support his ideas. Also, while he does not approve of excluding arts in liberal education there is never any negativity in his statements, only more supporting evidence for his ideas. Some readers will find this article to be dry and uninteresting unless they already have some knowledge and opinions on the place of arts in education programs.

Arts Education Essay Example for Free

Arts Education Essay The purpose of this bibliography is to attain information from credible sources on arts programs in schools. The goal is to provide enough information so that the reader is then able to form their own opinions on the benefits, problems, and policies on arts programs at varying levels of education. Those looking to find detailed information will find this bibliography to be a good starting point. Parsad, B. , and Spiegelman, M. 2012. Arts Education in Public Elementary and Secondary Schools: 1999–2000 and 2009–10 (NCES 2012–014). National Center for Education Statistics, Institute of Education Sciences, U. S. Department of Education. Washington, DC. Web. 24 Jan. 2013 This source is a presentation of unbiased information about both the overall arts education programs and specific sections including: visual arts, music, dance, and theater/drama. The report utilizes a plethora of charts, graphs, and other visual aids to help organize and present the information. Parsad and Spiegelman first present their findings on overall arts education programs including the percentages of schools offering visual arts, music, dance and theater classes. They then dedicate ten to fifteen pages discussing the particulars of each section of the arts listed above. There is so much information in this article that it would be great for someone looking for a broad spectrum understanding of arts education programs. The visual aids complement the information presented and would be easy to incorporate into a variety of works. For someone who is looking to get very specific information about a specific program then this would be a good source to start with, the way the report is divided makes it very easy to find information on a specific sections of an arts program, i. e. music or drama. It would provide the reader with enough information that they could ask their own questions and be able to look further into a specific topic. Catterall, Dumais, and Hampden-Thompson. March 2012. The arts and achievement in at-risk youth : findings from four longitudinal studies. National Endowment for the Arts. Research Report #55). Web. 24 Jan. 2013. This research report is a presentation of years of studies conducted by the National Endowment for the Arts and similar organizations, most being government funded. The authors arrange the report in such a way that the bulk of the report is given through the use of visual graphs and charts, which are accompanied by conclusive statements like â€Å"Teenagers and young adult s of low socioeconomic status (SES) who have a history of in-depth arts involvement show better academic outcomes than do low-SES youth who have less arts involvement. They earn better grades and demonstrate higher rates of college enrollment and attainment. † (12) Most of the graphs simply relate percentages of students with low and high levels of art engagement to achieve certain things like high school graduation, entering a bachelors program, and attaining a steady professional level career. For every study and graph presented or reviewed there is clearly cited sources, if any confusion remains the appendix and cited pages are very clear about how to find more information. Being that this is a report of findings from a national organization it is not biased to or for support of arts programs. For anyone looking for specific statistics to use in a presentation or report of their own, this research report could be very helpful. As previously stated the bulk of the information is presented through graphs and charts that utilize percentages, and is therefore very easy to take and use in a presentation without having to do much work yourself. For someone looking for a more scholarly breakdown of the benefits of arts education on high-risk students this report will not be as helpful, as it would be time consuming to trace the information presented back to the original sources. Dwyer, M.Christine. 2011. Reinvesting in Arts Education: Winning Americas Future through Creative Schools. Presidents Committee on the Arts and the Humanities. Web. 24 Jan. 2013. The reports emphasizes the essential role that arts education programs play in improving student engagement and building creativity. Dwyer discusses, in a lengthy and wordy overview, the current Arts Education programs and policies shortcomings. â€Å"It is widely agreed that the U. S. public education system is not adequately serving a significant portion of our nation’s children and that public K-12 schools must change dramatically o achieve the Administration’s goal that the United States become a global leader in postsecondary attainment by 2020 School leaders and teachers will need to step up to the challenge of finding new ways to engage many more students in meaningful learning † (27) More importantly, this report discusses possible solutions such as reinvesting in arts education, and argues for creating arts-rich schools that can engage students in ways that complement the study of the arts and other traditional subjects such as literature, history, scien ce, and mathematics. Another key takeaway from this report is it shows readers the link between arts education and achievement in other subjects. Being that this source is a report by the President’s Committee on the Arts and the Humanities, it attempts to present evidence to support the positions of the president and his corresponding political party. As political and wordy as this report is it would most likely benefit someone looking into the politics side of arts education, it would not be as helpful for someone looking for developmental and long term benefits of art involvement in schools. Rabkin, Hedberg. 2011. Arts Education in America: What the Declines Mean for Arts Participation. Based on the 2008 Survey of Public Participation in the Arts. National Endowment for the Arts. (Research Report #52). Web. 24 Jan. 2013. This report presents its findings after researching important question related to arts education in America. Questions like: Has participation in arts programs declined? What does it mean for teachers and students? How has this affected participation in other extracurricular activities? How does this affect support for programs? The article presents the questions to the reader and then follows up with information that supports both positive and negative claims about the answer. Charts are used when needed to simplify information into an easily digestible visual aid. There are numerous sources used as evidence for the information presented, as well as suggestions for further investigation into the questions presented. This report has a very neutral stance towards the information presented. There is good information presented for varying arguments and the ultimate decision is left to the reader. This source would be a fair report to use in a work, especially if in an argumentative essay you need information for the view that opposes yours. However for someone looking for highly specific information this report will only be useful for an introduction into the questions being asked about the national education programs. Oxtoby, David W. 2012. The Place of Arts in Liberal Education. Liberal Education, v98 n2 p36-41 Spr 2012. Oxtoby uses a great deal of logic to explain his opinion on the place of arts in liberal education and he uses statistics to support his views. In his article, he states that diversity in the curriculum is a keystone to success in any liberal education program. He also claims that part of that diversity needs to include a program where students can express their creativity. Being able to express their creativity and the stimulation provided by arts programs lead to more successful students, both in academics, community involvement, and professional work environments. This article is a good source of simple and sound logic in support of arts programs being included in all liberal education. Oxtoby’s statements and presentation of the information is biased towards supports arts programs, but he always includes evidence to support his ideas. Also, while he does not approve of excluding arts in liberal education there is never any negativity in his statements, only more supporting evidence for his ideas. Some readers will find this article to be dry and uninteresting unless they already have some knowledge and opinions on the place of arts in education programs.

International Copyright Circumvention Essay -- Technology Copyright Es

International Copyright Circumvention A little under three years ago, I heard about a case where a programmer had been arrested for a program that bypassed the copy protection mechanisms in one of Adobe's products1. People who have published information on or performed security circumvention in the past, even when done in a non-destructive manner have faced some legal problems. Specifically, it reminded by of the Kevin Mitnick case2 a few years earlier. In that case, a hacker was detained for two years, without bail, pending a trial, for gaining access to (but not damaging) several corporate networks. This new case however had an different twist - the security circumvention was done only to let people access documents that they already had a right to have, and it was done outside the United States. That raises issues regarding the United States having any right to do what they did, and even if they did have the right, was a wrong even committed. This case is an example of something which a decade earlier would never have even been considered to be illegal. But, it falls into in of the heavily opposed section 12013 of the new Digital Millenium Copyright Act which tries to halt circumvention of anti-piracy measures. There was opposition before the law passed, but it became stronger when the DVD CAA tried to oppress distribution of the DeCSS - code that could bypass the encryption used on DVDs.4 (this was before the Abode case) The intended purpose of DeCSS was to facilitate the development of an open-source DVD player. There were no DVD players for Linux, BeOS, FreeBSD, or any of the other operating systems that now have DVD players thanks to the DeCSS code. However, if the DVD can be decrypted and decompressed, it can also be re-compressed and re-distributed in another medium more practical for bootleggers, such as VideoCDs. (Which could also be done simply by playing the DVD in a normal DVD player, recording the output, just not producing as high quality results.) At the time no such re-encoding tools were available, and such behavior would be protected under traditional fair use for personal backups. Furthermore, the code was released anonymously by someone outside the United States. This lead to an initial attack using trade secret laws (The DMCA's anti-circumvention aren't protected by international treaties on copyright such as the Berne c... ...umvention tools is and has been illegal anyway. And trying to aggressively impose the views of our companies on our countries is certainly uncalled for. Works Cited "Fallout From Def Con: Ebook Hacker Arrested by FBI", Slashdot. July 2001 http://yro.slashdot.org/article.pl?sid=01/07/17/130226&mode=thread&tid=93 (for more from Slashdot on the case: http://yro.slashdot.org/search.pl?query=Sklyarov) "Free Kevin Mitnick" http://www.freekevin.com/ "Unintended Consequences: Five Years under the DMCA", Electronic Frontier Foundation, http://www.eff.org/IP/DMCA/unintended_consequences.php "CSS and DeCSS", DeCSS Central, http://www.lemuria.org/DeCSS/decss.html "Berne Covention for the Protection of Literary and Scientific Works" http://www.law.cornell.edu/treaties/berne/overview.html "Enforcement of DMCA Criminal Penalties Suffers Setback", Copright Corner. March 2003. http://www.unc.edu/~unclng/Copy-corner53.htm Locke, John. "Two Treatise of Government" Cambridge, Cambridge University Press, 1967. http://www.ecn.bris.ac.uk/het/locke/government.pdf "Constitution for the United States of America" September, 1787. http://www.constitution.org/constit_.htm

Massey-Fergusion Case Study Essay

1. Net sales for Massey-Ferguson actually increased between 1979 and 1980. Despite this, net  income and income from continuing operations both dropped sharply in 1980. Which item  on the income statement was most responsible for this drop in income? The item on the income statement most responsible for this drop in income was the rise in cost  of goods sold due to currency risk exposure. The pound appreciated strongly against currencies  that Massey sold its products. Especially since engine production was highly concentrated in the  United Kingdom. Cost of goods sold rose from $238.18 million to $2568.5 million from 1979 to  1980 because of the rise in strength of the British pound. 2. Why would the Canadian government have any interest in helping Massey-Ferguson  refinance its debt? A bulk of Massey’s operations were centralized in Canada which meant that a large portionof Canada was employed by Massey (6,700 in Ontario) and without the help of  the Canadian  government these jobs would be loss and they would need to pay out unemployment. Also,  Argus Corporation, a stock holding company in Canada, had a 16.5% stake in Massey and was a  conservative supporter who wanted more support for Massey. 3. Why would it be difficult for Massey-Ferguson to conduct an equity issue to pay down its  debt?   It would be difficult for Massey to conduct an equity issue to pay down its debt because of how  much debt Massey accrued and their consistent inability to pay it. Also, Argus refused to take  a block of preferred share issues Massey intended to issue in 1980. Since Argus was Massey’s  largest shareholder, if they lacked confidence in Massey it shows a lot. Massey also fell behind  with dividends to both preferred and common shares due to covenants on their outstanding loans.  So equity capital was out of the question.

The Outbreak Of World War I - 1799 Words

For many years, causes and driving forces leading to the outbreak of World War I have been argued and disputed. Historians and experts have many different ideas and opinions that may have triggered war. Nationalism, militarism, and imperialism may all have played a role in the coming of World War I, but decisions made by European leaders in the summer of 1914 directly accelerated the conflict. Nationalism was strong in many countries until World War I approached. Countries throughout Europe attempted to prove their power and dominance over another, eventually reverting to war. Socialist labor movements grew more powerful, increasing strikes and violent methods to achieve their goals. Not only did aspirations of nationalistic ideas lead to an outbreak of war, ambitious and passionate countries extended the length of war in Europe. As the turn of the century approached, many countries invested in building up strong armies. By 1914, armies of Germany and France had doubled in size since the 19th century. As armies grew, so did the influence of military leaders regarding the mobilization of troops and supplies. Imperialism before 1914 played a major role in economics, culture and territory. Europeans in the late 19th century were drawn close to markets and access to raw materials. Acquiring new territories through exploration with minimal conflict was another idea of imperiali stic countries. Asides the use of these ideas, European leaders played the most significant factorShow MoreRelatedEssay on The Outbreak of World War I1150 Words   |  5 PagesThe Outbreak of World War I On the 1st of August 1914 World War One, also known as the Great War, started. The main countries involved were: Germany, Italy, Austria-Hungary, Britain, France and Russia. World War One ended at 11am on 11th November 1918. In 1919, Lloyd George of England, Orlando of Italy, Clemenceau of France and Woodrow Wilson from the US met to discuss how Germany was to be made to pay for the damage World War One had caused. They decided to create theRead MoreGermany is Responsible for the Outbreak of World War I972 Words   |  4 PagesHaving suffered the untimely deaths of its emperors William I and Frederick II in the year 1888, the Second Reich was forced to hand political guidance over to a young leader named William II during a time of increasing yet unstable German expansionism. William I possessed a set of social and political plans that stood opposing to the ambitious plans of autocratic chancellor, Otto Von Bismarck and the past chancellors. Following Bismarck’s resignation at the emperor’s army-supported request, WilliamRead MoreEssay on The Realist Theory and The Outbreak of World War I1289 Words   |  6 Pages The realism theory describes World War One the best because it is â€Å"based on the view that describes the individual as primarily fearful, selfish and power seeking† (Mingst, 2011). WWI was initially a war between two countries, Austria-Hungary and Serbia; but due to assassinations, the strength of alliances, binds by treaties, and increasing security dilemma, more and more countries entered the war until it manifested into a complete World War. Countries increased their weaponry and made other nationsRead MoreOutbreak of World War I and Germanys Responsibility Essay2798 Words   |  12 PagesOutbreak of World War I and Germanys Responsibility The War Guilt clause has been called the historical controversy par excellence[1]. 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