The language of arts Essay Example for Free

The language of arts Essay Labor, toil, travail, drudgery, and grind are listed as synonyms for work. Although these words depart from the conception that many non-artists have about art, it is common to hear artists talk about the drudgery and even boredom that is very often part of the process of making art. The antonym for work is play, a word that is probably more closely associated with art in the minds of many people that the idea that â€Å"art means work. † Although an attitude of flexibility or playfulness is an important aspect of creativity, the notion that art means play is not the best model for art educators to present to students or to the public. The notions that â€Å"art is fun,† â€Å"art is play,† â€Å"art is easy,† â€Å"anyone can do it,† â€Å"whatever is done is alright,† and an excessively long list of associated attitudes about art are not only damaging to the educational credibility of art as a mainstream subject in the school, but such notions are false without the balancing conception that art means work. The truth is that it is very rewarding to gain competency as an artist, but competency is not achieved without significant effort, all of which might not always be classified as fun. Everyone can make or do some kind of art at some level, but significant accomplishment is associated with high standards that usually require years of dedicated effort to achieve. Fortunately the path of learning and achieving in art can be exciting and rewarding to travel if the traveler’s expectations are sufficiently informed to anticipate the necessity and desirability of work (Kieran 2003). As a verb, work means â€Å"to fashion or create by expending labor or exertion upon something: the potter works the clay; the jeweler works the copper, silver or gold. Artists work art materials, but also work ideas or concepts, composing and altering until the desired results are achieved. When confronted with technical or expressive problems, artists apply their creative powers to work out solutions. But aside from these dictionary definitions, there is perhaps a more essential connotation for our slogan, art means work. There is something about the essence of art that stands for high quality work, for in the making of art care must be exercised or expanded. When workers in any occupation or profession perform in such an excellent manner, exhibiting high levels of skill, innovation, or quality, we apply the honorific â€Å"artist† to those persons. John Dewey described a work of art as â€Å"an object elaborated with every loving care of united thought and emotion. † Real art is not produced by uncaring individuals. The art produced by caring novices, children or adults, who apply their skills to the current limits of these capacities for artistic expression, is real art (Kieran 2003). Rather recently school people have incorporated the term â€Å"the language of arts† into their vocabularies, but they have not always realized the full meaning of the phrase. In considering the language arts, they have usually emphasized the language rather than the arts. A recent educational yearbook on the topic, for example, not only fails to develop the language arts as n integrated group of communication activities but makes practically no mention of the separate divisions of the group as real arts. The whole point of view in teaching the various fine arts has changed within the last generation, but the new approach has not yet affected the teaching of the language arts as arts. The language arts and the fine arts are closely related fields. One of Webster’s definitions of â€Å"art† is â€Å"application of skill and taste to production according to aesthetic principles. † The language arts, too, are concerned with various types â€Å"production,† such as speaking, writing, or dramatizing-all involving skills, taste, and aesthetic principles. In the past the language arts have been regarded as skills necessary for ordinary living, while production in the fine arts has been considered a rare, creative act. Today this distinction is hardly tenable. The modern view is that the child crudely modeling clay, the peasant woman weaving, and the man admiring a steam shovel at work-all may be having art experiences; art is the province of every human being. Similarly the language arts are now considered as involving not only certain mechanical skills but also certain types of art experiences (Kouwenhoven 1967). A small child’s reactions to a well-told story or an older child’s fashioning of the written account of a personal adventure may also be true art experiences. It seems worth while, therefore, to enlarge on the idea that the language arts and the fine arts have much in common in themselves and in the types of experience which they can provide for boys and girls.

Overlooked Renassaince Painters :: Baccio della Porta Fra Bartolommeo Art Essays

Overlooked Renassaince Painters Even the average person with little or no background in art may have heard the names Leonardo da Vinci, Michaelangelo, or Raphael. Not only because they are the most famous and noteworthy painters, sculptors, draughtsmen, designers, and inventors of the high renaissance, but also because of the countless stories and movies, fact and fiction which included these men and at least mentioned their importance, relevance, and influences on today'7s world. Many children have grown up already knowing these names, and perhaps that they were artists however simplistic that may be, after the explosion of the Teenage Mutant Ninja Turtles in the late eighties. Perhaps there is one high renaissance artist who does not always recieve due credit, but who was influencial just the same. One such artist was Baccio della Porta, a Florentine renaissance painter. Baccio della Porta was born in Florence, Italy in 1472. As historians know, most artists went into apprenticeship at about the age of eleven or twelve at this time in Florence. Taking this into account, it is assumed that Baccio did become an apprentice of Cosimo Rosselli at that age since he was well known in his workshop by 1485. Baccio della Porta's master or teacher, Cosimo Rosselli, had probably just returned from his work in Rome in the Sistine Chapel. It is also known that the average length of time for an artist's apprenticeship was about six to eight years, putting Baccio on his own around 1490. According to many modern art historians, Vasari is the most reliable source of information on the life and works of Fra Bartolommeo after he entered the Dominican Order and became a brother.3 Baccio della Porta and a pier of his, as well as a fellow student of the arts, Mariotto Albertinelli became intimate friends during their apprenticeships. Following their apprenticeship the two decided to work proffesionally together at the home of Baccio della Porta. They made this decision to work together in 1491, but their "partnership" and friendship apparently ended when they went their own ways in styles and choices of schools to follow and associate with. Baccio della Porta joined the followers of Savonarolas, Mariotto associated with the Medici followers, specifically working for the patron Alfonsina Orsini who was the wife of Piero de ' Medici.

Leadership Interview Essay

â€Å"Today’s professional nurses assume leadership and management responsibilities regardless of the activity in which they are involved† (Koernig-Blais, Hayes, Kozier, & Erb, 2006, p. 2). D. Martin. is the nurse manager for The Spirit Medical Transportation Services (Spirit) of Saint Joseph’s Children’s Hospital in Marshfield, Wisconsin. She started her career as an ICU nurse, and from there moved into medical transportation. She worked as a staff flight nurse in three different programs, including Spirit, for 15 years before assuming the assistant nurse manager role for Spirit, and in the past year moved into the position of manager. In an interview with D. Martin she discussed achieving of a position of leadership in our nursing community. The interview included questions about her background, and the role she has today. Leadership Style D. Martin (personal communication, March 6, 2008) describes a leader as someone who is able to work effectively with other people and facilitate getting the job done. She further discusses the leader needing to have interactive communication skills. These skills she describes as two parts; first is active listening, making eye contact and giving full attention to the person speaking; the second is being able to talk and make a point with sounding condescending. Through her examples, D.Martin has a democratic or participative leadership style. Leaders with a democratic style act as a catalyst or facilitator to guide the group towards achieving group goals (Koernig-Blais et al, 2006). Democratic leadership may be less efficient than other types of leadership, but it does allow for a spirit of collaboration and creativity from group members. This type of leadership can be extremely effective in the healthcare setting (Tappen, 2001, p. 26)Personal Philosophy and Important Qualities of Leadership When questioned about important qualities or characteristics of a leader, D. Martin (personal communication, March 6, 2008) again emphasized the importance of interactive communication. D. Martin (personal communication, March 6, 2008) stated that an effective leader needs to respect their staff, or whomever they are leading. That a leader needs to learn how to be politically correct in all settings, and the  leader as manager needs to learn how to delegate, and to be aware of the fiscal responsibilities within the institution, and balance those requirements with the needs of the department they are managing. Sullivan and Decker, 2005 p. 44 state that â€Å"all good managers are also good leaders.† D. Martin talked interchangeably of leaders and managers, because she views herself as a leader first, and a manager second. Her views are that as a staff nurse, she was viewed as a leader among the flight crew, and now as a manager, she is still that leader, but with the responsibilities of management (D. Martin personal communication, March 6, 2008). A manager is responsible and accountable to the organization for accomplishing the goals of the organization (Sullivan & Decker, 2005). When D. Martin was questioned about her personal philosophy of leadership she replied that â€Å"you are never going to please everyone all of the time, and that the most important thing to remember is that you have to be able to live with your decisions, legally and ethically† (D. Martin, personal communication, March 6, 2008). According to D. Martin (personal communication, March 6, 2008), quality and safety should be ranked equally at number one in consideration for what can and should be done. She believes that as a manager, she needs to be the mother tiger looking out for her cubs; that she has to protect the staffs’ interests. D. Martin also believes that an effective manager should have come up through the ranks. A manager should not ask the staff to do something she has not done, or would not do. Another aspect of an effective manager is that the manager should have been a clinical leader first, that they have been there, done that for years. The manager may not always be able to keep up those clinical skills, and be able to perform the clinical aspects of the job, but if they have done it for years, they will understand the concepts when the staff needs someone to talk to (D. Martin, personal communication, March 6, 2008)Learning Experiences that have Influenced Growth as a LeaderD. Martin believes that her own clinical experiences and what she has done have had the most influence on her personal development. Her bedside clinical experience in an ICU prepared her for her role as a transport nurse (personal communication, March 6, 2008). She was involved in the start-up of two different transport services, and her third experience was a transport nurse on a well established service. The first transport service she was part of was a load and go team with one of the first mobile ICU’s in Wisconsin. Her belief is that being on the ground floor of two services, the personal growth from those experiences as the service went through it’s growing pains, makes her better prepared for the growing pains of going from peer to boss. She also emphasized that managers should not take things for granted, if they have not been where they are asking their staff to go, she feel strongly that she brings a â€Å"been there, done that† style to her leadership (D. Martin, personal communication, March 6, 2008). Evolution of Nursing Leadership in Healthcare TodayThe interview continued with the question of how she sees leadership evolving in nursing today. Her first response was disappointed. When she first started out in nursing, many registered nurses were from an associates program, and the recommendation for a management position, or to teach was someone with a bachelor’s degree in nursing. Once she had achieved her bachelor’s, the bar had been raised with the recommendation that managers have their master’s degree, in nursing or in business, and that nursing instructors have their PhD in nursing or education (D. Martin, personal communication, March 6, 2008). Her thought is that with the requirement of that much schooling, the people managing departments, and teaching new nurses, are so far removed from the clinical aspects of nursing, that they are not as effective as someone who has recently been a clinical nurse. She feels nursing needs instructors that have â€Å"been there,† and instructors should not be â€Å"only those with the highest degrees.† There needs to be opportunities for nurses to move up through the ranks through independent nursing practice, and recognition needs to be given to the clinical experts at the bedside. The advanced degree should not be more important than clinical expertise in a given field (D. Martin, personal communication, March 6, 2008). Challenges Facing Leaders in Today’s Healthcare SystemsD. Martin (personal  communication, March 6, 2008), believes that the most challenging issues in her current position are the need to have a more global perspective, and having an appreciation for it. She described one aspect of that global perspective in terms of the hospital budget. Finding out what the hospital budget is, and that it comes down from the top of the corporation, not just the top of our individual hospital. Patients are important, but from a business standpoint, money is the bottom line (D. Martin, personal communication, March 6, 2008). Healthcare is a business, and needs to be run as a business. She states that the biggest passion she had to give up was that the patient comes first. She had to learn how to facilitate the system, within the budget given, and with the resources available to her. Management cannot give the staff everything they are asking for, the money, and decisions come from the top down. â€Å"Management would be easy if you didn’t have to deal with the people† (D. Martin, personal communication, March 6, 2008). The Impact of a Mentor on Leadership StyleD. Martin (personal communication, March 6, 2008) states that she has had three mentors in her career. Each is unique and she is grateful to them. Her first was her nurse manager of her first flight service. She states that he too came up through the ranks. He taught her the importance of creating a balance between management and work. Her next mentor was her first nurse manager when she started at Saint Joseph’s, Terri. Terri was her mentor through her master’s program, and taught her the importance of being politically correct and fair. That, as a manager, you might not agree with what is being said, but you need to have enough self control to not let them see you do not agree with the company line, or to never let them see you sweat (D. Martin, personal communication, March 6, 2008). Her third mentor was her nurse manager for the 11 years she was a flight nurse with Spirit. Through him she learned that different management styles are okay, and that an open door policy was what she respected most about his style. He also taught her the importance of credibility, and to not make promises you may not be able to keep (D. Martin, personal communication, March 6, 2008). Advice to Someone Interested in LeadershipD. Martin (personal communication, March 6, 2008) discussed the difficulty going from peer to boss. Her recommendation would be for anyone in that position to take a class on effective leadership to learn more on how to delegate, find resources and about fiscal responsibility. She did inform me that Saint Joseph’s Children’s Hospital does offer a two day seminar to employees on this topic, and she further recommends all Neonatal Intensive Care Transport Nurses take this class, as they all function in a leadership role (D. Martin, personal communication, March 6, 2008). Her other advice was to be ready to put in long hours. To be passionate about whom you want to lead. Be clinically competent, and have confidence in yourself, and your knowledge. Stand up for yourself and your staff. Learn to take risks, and trust your instincts (D. Martin, personal communication, March 6, 2008). Conclusion Leadership and management are the responsibility of all professional nurses. Effective leadership and management is a learned process. Mentors can have a positive impact on the personal and professional growth of a nurse. Personal integrity, honesty, and a concern for human dignity should guide all leadership and management decisions (Koernig-Blais et. al, 2006). References: Koernig-Blais, K., Hayes, J., Kozier, B., & Erb, G. (2006). Professional Nursing Practice: Concepts and Perspectives (5th ed.). Upper Saddle River, NJ: Pearson Education, Inc. Sullivan, E. J., & Decker, P. J., (2005). Effective Leadership and Management in Nursing (6th ed.). Upper Saddle River, NJ: Prentice Hall HealthTappen, R. M., (2001). Nursing Leadership and Management: Concepts and Practice (4th ed.). Philadelphia: F.A. Davis.

Gangs and Organized Crime in the United States - 3905 Words

Gangs and Organized Crime in the United States Criminal Justice Janaree Nagel 10/15/2011 Gangs and Organized Crime in the United States is on the rise. With the increase in turf wars, position and the financial gains, gang wars and Organized Crime are linked together in many ways. Within this paper, I will show how they are all tied together in. The M-13’s are the largest reported gang controlling large areas of our states. However, the largest area to which the MS-13’s control is within our own capital, Washington D.C. Their leaders rule all the gangs from inside El Salvador. I will discuss other gangs, and their ties into Organized Crime. Gangs and†¦show more content†¦Only when this social bond is weakened is crime likely to occur. He contended that this social bond has four elements; Attachment, commitment, involvement and beliefs (Fuller 2006).† In the attachment, when children respect their parents, appreciate all that they do for them, they are less likely to be involved in criminal activity. However, when they do not have the proper guidance, lack of concern for their outside activities, they tend to stray, and seek out those who show concern for them. Often it becomes a role model, a close friend, someone to which they seek approval from. This becomes their attachment bond. In gangs, this often leads to the higher authority, a person to which they look up too, to whom they want to become. The level of commitment involves how far one will go to prove themselves. One is committed to a gang, to which they consider all members family. â€Å"People who have money, property, and good reputations are committed to the social system that allowed them the opportunities for that success (Fuller 2006).† In a gang, being a member of a respected gang, means that they too will have respect by those outside of the gang, and will often be in fear of your presence. As in the MS-13, individuals who are quite familiar with this particular gang know that it is a matter of survival of their own existence to cross a gang member; therefore, the ordinary citizen will be wise to give way to the member. 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