Natural Born Killers Essay -- Film Review, Classic, Oliver Stone

Oliver Stone’s 1994 classic, Natural Born Killers, excited and traumatized its audiences while also causing controversy. The tale of white trash lovers caught up in a realm of chaos that includes a continuous murderous rampage from state to state, draws in audiences with its graphic violence and riveting pulse inducing music. Yet, the message of this film seems to be much deeper than just exposing audiences to yet another chaotic action movie filled with guns, blood and mayhem. Stone’s Natural Born Killers examines the subject of media’s investment in serial murder very thoroughly, and so it seems likely that it has the potential to offer a more rigorous interrogation of the nature of the American public’s fascination with the serial killer superstar (Schmid 123). Natural Born Killers is a film that exposes modern society’s obsession with serial killers and how the media aids in the glorifying of these notorious icons. The film also plays into the f act that society while finding murder repulsive are just as sick as the serial killers because the enjoy watching such films. In Natural Born Killers, Mickey and Mallory the main characters kill 52 people before being caught and imprisoned. Prior to the arrest, the manhunt for them has gained them celebrity and half of the country if not the world are rooting for their triumphant escape form the law. Though their clean getaway is shattered by imprisonment their celebrity persists. When they do break out of prison, in the midst of a riot, their escape is filmed live by the host of a true-crime program. Naturally Born Killers gets most of its message across visually as all films do. By making use of animation, colored filters, a variety of different types of film stock, in both col... ... the satisfaction of a dual and related curiosity on the part of the spectator about celebrities and killers, but this satisfaction can come about only if these films can discipline effectively the unstable structures of identification they generate (Shmid 113). While it seems that Oliver Stone’s mission is to bring a satirical eye-opener to the its audience while exploring an underlying theme of obsession with murder, the audience looks their own inner demons, while examining their own morals as well. And just as an obsession with murder would exude, it has been found that Natural Born Killers has been implicated in 15 murder cases, with the most infamous being the murders of four people in Paris by Florence Ray and Audry Maupin, and in the United States the killing of William Savage and injury of Patsy Ann Byers by Sarah Edmondson and Benjamin Darras (Young 6). Natural Born Killers Essay -- Film Review, Classic, Oliver Stone Oliver Stone’s 1994 classic, Natural Born Killers, excited and traumatized its audiences while also causing controversy. The tale of white trash lovers caught up in a realm of chaos that includes a continuous murderous rampage from state to state, draws in audiences with its graphic violence and riveting pulse inducing music. Yet, the message of this film seems to be much deeper than just exposing audiences to yet another chaotic action movie filled with guns, blood and mayhem. Stone’s Natural Born Killers examines the subject of media’s investment in serial murder very thoroughly, and so it seems likely that it has the potential to offer a more rigorous interrogation of the nature of the American public’s fascination with the serial killer superstar (Schmid 123). Natural Born Killers is a film that exposes modern society’s obsession with serial killers and how the media aids in the glorifying of these notorious icons. The film also plays into the f act that society while finding murder repulsive are just as sick as the serial killers because the enjoy watching such films. In Natural Born Killers, Mickey and Mallory the main characters kill 52 people before being caught and imprisoned. Prior to the arrest, the manhunt for them has gained them celebrity and half of the country if not the world are rooting for their triumphant escape form the law. Though their clean getaway is shattered by imprisonment their celebrity persists. When they do break out of prison, in the midst of a riot, their escape is filmed live by the host of a true-crime program. Naturally Born Killers gets most of its message across visually as all films do. By making use of animation, colored filters, a variety of different types of film stock, in both col... ... the satisfaction of a dual and related curiosity on the part of the spectator about celebrities and killers, but this satisfaction can come about only if these films can discipline effectively the unstable structures of identification they generate (Shmid 113). While it seems that Oliver Stone’s mission is to bring a satirical eye-opener to the its audience while exploring an underlying theme of obsession with murder, the audience looks their own inner demons, while examining their own morals as well. And just as an obsession with murder would exude, it has been found that Natural Born Killers has been implicated in 15 murder cases, with the most infamous being the murders of four people in Paris by Florence Ray and Audry Maupin, and in the United States the killing of William Savage and injury of Patsy Ann Byers by Sarah Edmondson and Benjamin Darras (Young 6).

The Seven Principles For Making a Marriage Work :: essays research papers

The Seven Principles For Making a Marriage Work   Ã‚  Ã‚  Ã‚  Ã‚  In The Seven Principles For Making Marriage Work there are seven myths and seven real truths about marriage. The first myth is that neuroses or personality problems will ruin a marriage. The truth about that myth is that we all have our crazy buttons or issues we’re not totally rational about, but they don't necessarily interfere with marriage. The key to a happy marriage isn't having a "normal" personality, but finding someone with whom you get along with. The second myth is that common interests keep you together. The truth is that it is a plus to have common interests with someone, but is all depends on how you interact with the other person while pursuing those interests. The third myth is the saying "You scratch my back and .....". The real truth about this myth is that it is only a truly unhappy marriage where this quid pro quo operates, where each partner feels the need to tally up things the other partner did. Married couples should just do things f or one another because it feels positive to them and their spouse. If you keep score in marriage it shows there is an area of tension in your marriage.   Ã‚  Ã‚  Ã‚  Ã‚  Another myth that is shown to us in this book would be that avoiding conflict in a relationship will ruin your marriage. The truth about this myth is that couples simply have different styles of conflict. Some avoid fighting with their spouses at all costs, some couples fight a lot, and some can find a compromise with out ever having to raise their voices. No one of these styles is better for the other it's just a matter of which style works for both spouses. The fifth myth that is portrayed is that affairs are the root cause of divorce. The truth is that problems in marriage which send couples on a path to divorce also tends to lead to one or both of the partners resort to an intimate relationship outside of marriage. Eighty percent of divorced men and women said their marriage broke up because they gradually grew apart and lost a sense of closeness, or because they did not feel loved or appreciated. The sixth myth that is talked about is that men are not biologi cally "built" for marriage. The truth is that among humans the frequency of extramarital affairs does not depend on the gender so much as the opportunity.

Y176 Tma01

Describe the three different parenting styles and discuss how they might impact on children’s behaviour. Use the module materials to illustrate your answer. Task 1 Question 1 Point 1: It is not only parenting styles that can impact on a child’s behaviour, other factors such changes in a child’s life can also affect behaviour Task 1 Question 2 Evidence for point 1: †¢Colloby et al. (2012, ch 2) With the focal family in the son Thomas’s behaviour since being diagnosed with having a hearing impairment has had a significant effect on the family. †¢Colloby et al. 2012, ch 2) Thomas was introduced to a speech and language therapist. Task 1 Question 1 Point 2: Early learning stages of a child’s life can create an impact on children’s behaviour Task 1 Question 2 Evidence for point 2: †¢Colloby et al. (2012, p. 42) states Swiss biologist and psychologist Jean Piaget (1896-1980) â€Å"is renowned for his four-stage model of child develo pment that linked children’s behaviour to different stages of development† †¢Colloby et al. (2012, p. 42) shows a table of Piaget's first two stages of cognitive development and how these relate to key characteristics of children’s play †¢Colloby et al. (2012, p. 3) Russian psychologist, Vygotsky (1896-1934) argued that â€Å"Piaget had underestimated the role of language and social interaction in cognitive development and that children learn best in a social context with a ‘more knowledgeable other’ – someone who can support and encourage them in their learning† †¢Colloby et al. (2012, p. 43) states â€Å"Vygotsky believed that learning occurs when a child is supported by another person to do what they could not do alone. He called this the ‘zone of proximal development’†. †¢Colloby et al. (2012, p. 44) states â€Å"Feund (1990) conducted a study where young children were involved in placing fur niture in doll’s house. She concluded that playing alongside a ‘more knowledgeable other’ helped the child to achieve the next step in their own learning thereby achieving something they could not have done alone† Task 1 Question 1 Point 3: Transition in children’s lives can impact on their behaviour when a transition to daycare or school occurs. Task 1 Question 2 Evidence for point 3: †¢Colloby et al. (2012, p. 47) states â€Å"Childcare professionals play an important role in the lives of the twenty-first century family for a number of reasons† †¢Colloby et al. (2012, p. 7) states â€Å"it is much more common for both parents to go out to work, either full or part time, and so children may be accessing day-care settings for at least some of the time, before they go to school† Task 1 Question 1 Point 4: The involvement of professionals and having to build new relationships can impact on a child’s behaviour Task 1 Quest ion 2 Evidence for point 4: †¢Colloby et al. (2012, ch 2) the son Thomas has had to build new relationships and adapt to changes that he is not familiar and comfortable with. With the involvement of professionals Thomas was introduced to a speech and language therapist Task 1 Question 3The focus of this essay is to describe the three parenting styles and to discuss how they might impact on children’s behaviour. The three parenting styles are authoritarian parent, an authoritative parent and a permissive parent. I am also going to describe other factors that may impact on children’s behaviour, such as changes in a child’s life, the involvement of professionals in children’s lives, the early learning stages and also the transition children experience when having to detach from their primary carer to attend day-care or school. Authoritarian parents are considered as being disciplined, strict and controlling.Rules are set and they expect their child to f ollow them. They will not allow the child to make any choices or decisions of their own. They use a tough disciplined technique. The rules imposed are not open to negotiation with the child. They often will not explain the reasons why the rules are being imposed and also enforce their own punishment when a rule is broken. Similar, but different to, is the authoritative parent. They are also defined as strict but they have more of an understanding approach to their child when boundaries have been broken.The parent will set boundaries, rules and guidelines that are plausible rather than enforce unrealistic ones. They will explain to the child the reasons why they are being introduced, should they broken, they will also issue non-punitive punishments. The third style is a permissive parent. They recognise their child’s developmental and emotional needs but they have difficulty imposing rules and setting boundaries. This style teaches the child that rules do not have to be follow ed. They are also described as being soft and too easy going. Permissive parents become a friend rather than a parent and tend to ‘give in’ to their child very easily.A child’s behaviour can be both good and bad, so parenting styles can have a positive and a negative effect on a child. Majority of children’s behaviour problems take place during times of change and transition, this is a natural progression of development. Child psychiatrist and educator Rudolph Dreikurs (1897-1972), believed â€Å"that all humans, as social beings, want to belong and be accepted by others. He identified four goals for misbehaviour: attention, power, revenge and display of inadequacy† Colloby et al. (2012, p. 62). With the focal family in Colloby et al. 2012, ch 2) the assistance of Dreikurs four goals for misbehaviour gave Cara a better understanding of both her children. Cara was able to reflect on this information, and was able to take an impartial and objective lo ok at her children’s behaviour and address it. Initially the parenting style both Cara and Alastair were trying to establish with Thomas and Rowanna, had a disciplined approach, however, as they lived with Alastair’s mum Diane, she had a soft approach, and this did not help the situation as Diane would give in to their every needs, she adopted more of a permissive style.Children in this situation can get confused and frustrated not knowing which is right and which is wrong. Children require consistency as this can greatly impact on how they grow and develop. As well as the overall parenting style, family’s lives are affected by outside factors, such as changes in a child’s life can also affect behaviour. With the focal family in Colloby et al. (2012, ch 2) the son Thomas’s behaviour since being diagnosed with having a hearing impairment has had a significant effect on the family.Thomas has had to build new relationships and adapt to changes that he is not familiar and comfortable with. With the involvement of professionals Thomas was introduced to a speech and language therapist. In addition to the sessions they carry out together, Cara and Alastair play an important role carrying out further exercise and activity sessions at home. The home sessions became mundane and tedious, and Thomas was getting upset because he no longer wanted to do them.Early learning stages of a child’s life can create an impact on children’s behaviour as Swiss biologist and psychologist Jean Piaget (1896-1980) â€Å"is renowned for his four-stage model of child development that linked children’s behaviour to different stages of development† Colloby et al. (2012, p. 42). Russian psychologist, Vygotsky (1896-1934) â€Å"believed that learning occurs when a child is supported by another person to do what they could not do alone. He called this the ‘zone of proximal development’†. Colloby et al. (2012, p. 4 3).Whilst I agree with Piaget’s first two stages of cognitive development, the sensori-motor stage, whereby infant’s 0-2years will practice play and be allowed to explore and experience things for themselves, and the pre-operational stage, 2-7years, when a child’s play will replicate their own experiences, and they will see things from their own perspective using their own imagination, I also agree with Vygotsky’s beliefs that children can copy a person and learn from them. Some children can be further developed than others and so a child more conversant in play can assist with another child’s development.Transition in children’s lives can impact on their behaviour when a transition to daycare or school occurs. In Society today it is much more common for both parents to go out to work, Colloby et al. (2012, p47) and so the need for childcare facilities increases. Childcare professionals play an important role in the lives of the twenty-first century family for a number of reasons, Colloby et al. (2012, p. 47). An example of this could be a child possibly needing to attend day-care before they attend school so parent(s) are able to continue with their careers.By accessing the day-care placement, a child would be allocated a key person. The role of the key person is for the child to develop a bond with them so that they will make them feel safe and secure. The choice of parenting style is crucial to a child’s psychological and social development. Baumrind suggested that the majority of parents display one of three different parenting styles, Colloby et al. (2012, p. 70). The chosen style should provide a loving, supporting and disciplined approach to build a healthy and happy child.A parent’s behaviour towards a child can potentially impact significantly on his or her wellbeing. The style is generally based on how they were reared themselves, or, it can be as a result of this that they choose another. It ca n also be chosen as a result of the society in which they live, their ethnicity or their cultural groups. Word Count 1,079 References Colloby, J. , Collins, J. , Conradie, L. , McKeogh, S. and Shelton, I. (2012) Understanding children and young people, Milton Keynes, The Open University.

Contex and Principles for Early Year Learning Essay

Question: An explanation of the legal status and principle of the relevant Early Years Framework and why the early year frameworks emphasise a personal and individual approach to learning and development 1. 1 The statutory framework for the EYFS sets out the legal requirements relating to learning and development and the legal requirements relating to welfare. The EYFS framework has statutory force by virtue of Section 44 of the Childcare Act 2006. The EYFS is a central part of the ten year childcare strategy Choice for parents, the best start for children and the landmark Childcare Act 2006. This Act, which regulates the childcare in England, formalise the important strategic role local authorities play, through a set of duties. These duties require authorities to †¢ work with their NHS and Jobcentre Plus partners to improve the outcomes of all children up to five years of age and reduce inequalities between them †¢ secure sufficient childcare for working parents †¢ provide a parental information service †¢ provide information, advice and training for childcare providers. The act also lays out registration and inspection arrangements, providing for an integrated education and care framework for the Early Years and general childcare registers. The sufficiency, information and outcomes duties came into effect on 1 April 2008 and the remaining provisions came into effect from September 2008. The revised, simpler framework for the EYFS was published on 27 March 2012, for implementation from 1 September 2012. This is an integral part of the Government’s wider vision for families in the foundation years. It demonstrates our commitment to freeing professionals from bureaucracy to focus on supporting children. Together with a more flexible, free early education entitlement and new streamlined inspection arrangements, this is a step towards a lighter touch regulatory regime. The Government will continue to seek to reduce burdens and remove unnecessary regulation and paperwork, which undermine professionals’ ability to protect children and promote their development. The new EYFS framework makes a number of improvements: †¢ Reducing bureaucracy for professionals, simplifying the statutory assessment of children’s development at age five. †¢ Simplifying the learning and development requirements by reducing the number of early learning goals from 69 to 17. †¢ Stronger emphasis on the three prime areas which are most essential for children’s healthy development. These three areas are: communication and language; physical; and personal, social and emotional development. †¢ For parents, a new progress check at age two on their child’s development. This links with the Healthy Child review carried out by health visitors, so that children get any additional support they need before they start school. †¢ Strengthening partnerships between professionals and parents, ensuring that the new framework uses clear language. The Early Years Register (EYR) and the General Childcare Register (GCR) provide a regulatory framework for childcare under the act. Ofsted regulates the two registers – the EYR for people caring for children aged from birth to 31 August after their fifth birthday and the GCR for childcare over this age. The GCR has two parts: the compulsory part (for providers of childcare for children aged five to seven) and a voluntary part (for providers of childcare for children aged eight and over or childcare that is exempt from registering on a compulsory basis). The EYFS has replaced three precedent frameworks: Curriculum Guidance for Foundation Stage, the Birth to Three Matters frameworks, and the National Standards for Under 8s Day-care and Childminding. The EYFS is given legal force through an Order and Regulations made under the Act. From September 2008 it will be mandatory for all schools and early years providers in Ofsted registered settings attended by young children – that is children from birth to the end of the academic year in which a child has their fifth birthday. All early years providers are required to meet the EYFS requirements. From September 2008 it is the legal responsibility of these providers to ensure that their provision meets the learning and development requirements, and complies with the welfare regulations. The Early Years Foundation Stage 2012 (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. The EYFS seeks to provide: †¢ quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind; †¢ a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly; †¢ partnership working between practitioners and with parents and/or carers; †¢ equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported. The EYFS specifies requirements for learning and development and for safeguarding children and promoting their welfare. The learning and development requirements cover: †¢ the areas of learning and development which must shape activities and experiences (educational programmes) for children in all early years settings; †¢ the early learning goals that providers must help children work towards (the knowledge, skills and understanding children should have at the end of the academic year in which they turn five); and †¢ assessment arrangements for measuring progress (and requirements for reporting to parents and/or carers). The safeguarding and welfare requirements cover the steps that providers must take to keep children safe and promote their welfare. Four guiding principles should shape practice in early years settings. These are: †¢ every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured; †¢ children learn to be strong and independent through positive relationships; †¢ children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and †¢ children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. The aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being by: 1. setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings. 2. providing for equality of opportunity and anti-discriminatory practice and ensuring that every child is included and not disadvantaged because of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability. Practitioners should focus on each child’s individual learning, development and care needs by: removing or helping to overcome barriers for children, being alert to the early signs of needs that could lead to later difficulties and responding quickly and appropriately, stretching and challenging children because all of them should have the opportunity to experience an enjoyable programme of learning and development. 3. creating the framework for partnership working between parents and professionals, and between all the settings that the child attends. Working with children means working in partnership with a lot of people, for this reason is important that practitioners ensure continuity and coherence by sharing relevant information with each other and with parents. Parents and families are central to a child’s well-being and learning’s needs. For this reason practitioners should support this important relationship by sharing information and offering support for extending learning in the home. 4. improving quality and consistency in the early years sector through a universal set of standards which apply to all settings and providing the basis for the inspection and regulation regime. 5. laying a secure foundation for future learning through learning and development that is planned around the individual needs and interests of the child, and informed by the use of ongoing observational assessment. It is important to their future success that children’ earliest experience help to build a secure foundation for learning throughout their school years and beyond. Practitioners must sensitive to the individual development of each child to ensure that activities they undertake are suitable for the stage that they have reached. Children need to be stretched, but not pushed beyond their capabilities, so that they can continue enjoy learning. Practitioners must observe assessment planning for each child’s continuing development through play-based activities, and respond quickly to children’s learning and development needs. There are a lot of important aspects on the early years’ provision in the EYFS framework. These principles are: 1. There should be a variety of provision for children under five in any locality. 2. All groups should operate in safe, healthy premises and should register with the local social services department. 3. Groups should be of manageable size and have a high adult to child ratio. 4. Groups should comply with al employment legislation and pay adequate salaries and expenses to volunteers. 5. Staff should be trained and experienced, and with volunteers and parents, should be given the opportunity to further their learning. 6. Groups should have opening times that reflect the needs of parents and children. 7. Groups should have clear policies and procedures for admission and attendance of children 8. Groups should consider children’s dietary needs to ensure that any food or drink provided is appropriate, acceptable and nutritious. In the provision of any refreshment, groups should respect individual, cultural, religious and medical requirements. 9. Groups should have appropriate and adequate insurance cover. 10. Parents are the main educators of their children and should be involved in all aspects of the group including management. 11. Groups should have sound management procedures. 12. Groups should be recognised by, and have contact with, other local providers of education and care for young children. 13. Groups should provide for children and adults with disabilities and learning difficulties including â€Å"children in need† as defined by the Children Act 1989. 14. Groups should be well organised, with carefully planned activities. 15. Groups should provide good quality educational equipment and play activities appropriate ages and stages of development. 16. The quality in any group is ultimately dependent upon the skills, attitudes and commitment of adults, and groups should build upon these. 17. There should be equal opportunities, in all aspects of the group’s work, for adults and children. All children in England between ages 5 and 16 must receive a full-time education. For children under age 5, publicly-funded nurseries and pre-schools are available for a limited number of hours each week. After the age of 16, students can attend sixth form colleges or other further education institutions. There are different types of child settings but all of them should follow The Disability Discrimination Act 1995 that sets out two main duties for childcare providers: †¢ not to treat a disabled child ‘less favourably’ †¢ to make ‘reasonable adjustments’ for disabled children Registered day nurseries Children are normally admitted from age 18 months to 3? years. They usually have fixed opening times and are usually open all day and during the school holidays to meet the needs of working parents. They may also offer before and after school childcare and holiday care for school aged children. Local authority nursery schools and nursery classes They are funded by the local authority. Children can start a nursery school or nursery class attached to a primary school from the age of three. Some nursery places are for a half-day (either a morning or an afternoon), others are for the whole school day. Pre-schools and Playgroups Pre-schools and playgroups provide care, play and learning opportunities for children aged two to five years. They usually offer half day sessions, term time only, although some may offer extended hours. Primary school Primary schools are for children aged from four or five until the age of 11. Secondary school Secondary schools are for children aged 11, until the age of 16 but often also include sixth form centres or colleges which have pupils until the age of 18. Special schools Special schools educate children or young people aged 5 and upwards almost always with statements of special educational need. Childminders Provide care, play and learning opportunities within the childminders own home. They may be able to work flexible hours and periods. Will often take or collect children from playgroup or school. Can care for a maximum of six children under 8 years of age, depending on the play space available, but no more than three under 5 years of age and not normally more than one under 12 months Question: An explanation of how national and local guidance materials are used in setting 1. 2 UK’s current provision to work with early years children has been influenced by many different theories. FRIEDRICH FROEBEL (1782-1852) Froebel founded his first kindergarten in 1840. He believed in outdoor and indoor play and invented finger play, songs and rhymes. He valued symbolic behaviour through play: this is where children understand that they can make one thing stand for – or symbolise – something else – for example, a yoghurt pot can symbolise a cup of tea. He felt that children were able to learn at their highest level through imaginative play. He was also well known for encouraging block play which he called gift – encouraging children to understand a variety of mathematical concepts and relationship through play with various wooden blocks. His theory start with the concept that humans are creative beings, for this reason true education must help children to understand their true nature as creative beings. Froebel believed that play is the engine that drives true learning. Play is not idle behaviour. It is a biological imperative to discover how things work. It is happy work, but definitely purposeful. Froebel sought to harness this impulse and focus the child’s play energy on specific activities designed to lead them to create meaning from this experience. In his opinion children can only learn what they are ready to learn. Each child is unique and develops according to their own schedule. Nothing can be more wasteful or frustrating than to try to force a child to march to a different beat. Froebel works with each child’s own rhythm but makes it purposeful and guides the child toward the group. Froebel recognized that you cannot control the child so he controlled everything else. A prepared environment provides the teacher with the proper tools and gives children the experiences that the teacher feels are most beneficial, leading the child’s mind to the subject at hand. It feels less structured or forced, but it is actually extremely efficient. After his death the idea of his child-centred kindergarten became popular in both Germany and the rest of Europe. MARIA MONTESSORI (1870-1952) Maria Montessori was a doctor in poor areas of Rome in the early twentieth century. During this time she observed children’s development and saw them as active learners. She did not believe in imaginative play but she felt that children needed to experience concepts such as shape, size and order through structured play. She also felt that, at different stages of their development, children are particularly receptive to certain area of learning and that the adult must guide them through these. Montessori believed that children would become independent learners if they worked on their own. She did not encourage sequence of exercises often using specifically designed didactic (instructional) materials. (Penny Tassoni, 368)These are materials that involve sensory experiences and are self-correcting. Montessori materials are designed to be aesthetically pleasing, yet sturdy and were developed by Maria Montessori to help children develop organization. Montessori believed that the environment should be prepared by matching the child to the corresponding didactic material. The environment should be comfortable for children (e. g., child-sized chairs that are lightweight). The environment should be homelike, so child can learn practical life issues. For example, there should be a place for children to practice proper self-help skills, such as hand washing. Since Montessori believed beauty helped with concentration, the setting is aesthetically pleasing. The â€Å"Montessori method† consists in a carefully developed set of materials which create the proper environment for children at each stage of their development. In this environment and with the guidance of trained teachers, they can develop their intellects and acquire all the skills and content of human civilization. Over sixty years of experience with children around the world proved Dr. Montessori’s theory that children can learn to read, write and calculate as easily and naturally as they learn to walk and talk. Her methods are still popular in Montessori schools around the world. The High/Scope approach The High/Scope Approach has roots in constructivist theory. Constructivists believe that we learn by mentally and physically interacting with the environment and with others. Although errors may be made during these interactions, they are considered just another part of the learning process. Although both Constructivism and the Montessori Method involve learning by doing, there are significant differences. In Montessori, for instance, the didactic, self-correcting materials are specifically designed to help prevent errors. Children learn by repetition, instead of by trial and error. The role of pretend play is also different in the two methods. In High/Scope, children’s creative exploration is encouraged, and this sometimes leads to pretend play, while in Montessori, â€Å"practical life work† that relates to the real world is stressed. Although Constructivism is a theory of learning, as opposed to a theory of teaching, High/Scope has exemplified an approach of teaching that supports Constructivist beliefs. Thus, children learn through active involvement with people, materials, events, and ideas. What Are High/Scope’s Main Components? Social †¢ One of the fundamental points in the High/Scope approach is that children are encouraged to be active in their learning through supportive adult interactions. †¢ The High/Scope approach includes times for various grouping experiences in the classroom. There are specific periods in each day for small group times, large group times, and for children to play independently in learning centres throughout the classroom. †¢ Children are encouraged to share their thinking with teachers and peers. †¢ Social interactions in the classroom community are encouraged. Teachers facilitate work on problem resolution with children as conflicts arise. †¢ When a child talks, the teachers listen and ask open-ended questions; they seek to ask questions that encourage children to express their thoughts and be creative rather than a â€Å"closed† question that would elicit more of a yes/no or simplistic answer. †¢ Each day the High/Scope teacher observes and records what the children are doing. During the year, teachers complete a High/Scope Child Observation Record from the daily observations they have collected. Curriculum †¢ â€Å"Key experiences† were designed specifically for this approach. The following is a brief summary of key experiences taken from Kostelnik, Soderman, & Whiren (1999, p. 32). The key experiences for preschool children are: -Creative representation -Classification -Language and literacy -Seriation -Initiative and social relation -Number -Movement -Space -Music -Time. †¢ â€Å"Plan-do-review† is another major component of the High/Scope framework. Children are encouraged to: 1) plan the area, materials, and methods they are going to work with; 2) do, actually carry out their plan; and 3) review, articulate with the class-room community what they actually did during work time. The review time helps children bring closure to their work and link their actual work to their plan. †¢ Cleanup time is a natural part of plan-do-review. Children are given a sense of control by cleaning up. Representative labels help children return materials to appropriate places (Roopnarine & Johnson, 1993). †¢ The High/Scope classroom has a consistent routine. The purpose of the resulting predictability is to help children understand what will happen next and encourage them to have more control in their classroom. Environmental Set-Up †¢ The High/Scope ® classroom is a materials-rich learning environment. Usually, the locations for classroom materials are labelled to help children learn organizational skills. †¢ Materials are set-up so that they are easily accessible at a child’s level. This helps facilitate children’s active exploration. †¢ Teachers set up the classroom areas purposefully for children to explore and build social relationships, often with well-defined areas for different activities. Reggio Emilia Approach Reggio Emilia is a small town of northern Italy. The approach has become so popular in the early childhood field because it offers many unique curriculum ideas, because of the strong infrastructure for the Reggio schools, and because of the attention to co-construction. What Are the Reggio Emilia Approach’s Main Components? Social †¢ Cooperation and collaboration are terms that stress the value of revisiting social learning. First, children must become members of a community that is working together (cooperation). Once there is a foundation of trust between the children and adults, constructive conflict may be helpful in gaining new insights (collaboration). †¢ Co-construction refers to the fact that the meaning of an experience often is built in a social context. †¢ An atelierista is a teacher who has a special training that supports the curriculum development of the children and other faculty members. There is an atelierista in each of the Reggio Emilia pre-primary schools. †¢ Pedagogistas are built in as part of the carefully planned support system of the Reggio Emilia schools. The word pedagogista is difficult to translate into English. They are educational consultants that strive to implement the philosophy of the system and advocate for seeing children as the competent and capable people they are. They also make critical connections between families, schools, and community. Curriculum †¢ One of the special features of the Reggio Emilia approach is called â€Å"documentation. † Documentation is a sophisticated approach to purposefully using the environment to explain the history of projects and the school community. It does not simply refer to the beautiful classroom artwork commonly found throughout schools following Reggio Emilia Approach. And, even though it often incorporates concrete examples of both the processes and products that are part of a child’s education, it is more than just that. It is a fundamental way of building connections. Documentation is discussed in more detail in the next section that describes the uniqueness of the Reggio Emilia Approach. †¢ Co-construction increases the level of knowledge being developed. This occurs when active learning happens in conjunction with working with others (e. g.having opportunities for work to be discussed, questioned, and explored). Having to explain ideas to someone else clarifies these ideas. In addition, conflicts and questions facilitate more connections and extensions. There is an opportunity to bring in different expertise. Thus, to facilitate co-construction, teachers need to â€Å"aggressively listen† and foster collaboration between all the members of the community whenever possible. Real learning takes place when they check, evaluate, and then possibly add to each other’s work. †¢ Long-term projects are studies that encompass the explorations of teachers and children. †¢ Flowcharts are an organized system of recording curriculum planning and assessment based on ongoing collaboration and careful review. †¢ Portfolios are a collection of a child’s work that demonstrates the child’s efforts, progress, and achievements over time. Environmental Set-Up †¢ In Reggio Emilia, the environment is similar to that found in Montessori schools. However, the environmental set-up as a â€Å"third teacher† has been enhanced and extended in the Reggio Emilia approach. †¢ Like Montessori, it is believed beauty helps with concentration; the setting is aesthetically pleasing. †¢ Reggio Emilia schools create homelike environments. In Reggio, the homelike atmosphere is designed to help make children feel comfortable and learn practical life issues. †¢ Each child is provided a place to keep her own belongings. †¢ Documentation is a major part of the environmental set-up. Documentation illustrates both the process and the product. In documentation, the child is seen as an individual but also in relation to a group, with various possibilities for the individual. Question: An explanation of how different approaches to work with children in early years have affected current provision. 1. 3 Early years frameworks emphasize a personal and individual approach to learning and development because every child is unique and they develop and learn in different ways and at different rates, for this reason all areas of learning and development are equally important and inter-connected. Another reason is that experiences during the early years strongly influence a child’s future development. This means that the care and education that babies and young children receive to support their growth, development and learning must be of high quality and appropriate to their individual needs. Therefore, all practitioners should look carefully at the children in their care, consider their needs, their interests, and their stage of development and use all this information to help plan a challenging and enjoyable experience across all the areas of learning and development. In fact EYFS’s aim is to reflect the rich and personalised experience that many parents give their children at home. Like parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs. Question: An explanation of the Partnership model of working with carers 3. 1 Working with children means have a lot of responsibilities and one of the main ones is to have a positive partnership within the child setting’s staff and parents/carers. For this reason every child setting has its own policy to regulate relations between carers and carers and families. Positive partnership calls for: †¢ mutual respect and trust †¢ a recognition of equality between parents and professionals †¢ awareness of cultural and ethnic diversity †¢ partners to share information and skills. This means that good communication is essential to working with children, young people, families and carers. It helps build trust, and encourages them to seek advice and use services. It is key to establishing and maintaining relationships, and is an active process that involves listening, questioning, understanding and responding. †¢ an acknowledgement and sharing of feelings †¢ all parties to play a role in the decision making process. Question: A review of the Potential barriers to participation for carers, and an explanations of how these barriers may be overcome 3. 2 Barriers to partnership working There are many potential barriers to establishing a working partnership with parents, which can apply to both parties. Here are some of them: Time and availability. †¢ Finding a mutually convenient time and venue to meet †¢ Other demands from family and work †¢ Access and transport for some parents Language, culture and religion Cultural and/or religious attitudes towards disability †¢ Language barriers (there are no words for Down’s syndrome in Punjabi or Urdu) †¢ What is culturally acceptable Parents own education †¢ Negative feelings towards school and authority †¢ Feelings of inadequacy †¢ Fear of being judged Communication †¢ Poor communication channels (e. g. through the child only) †¢ Poor information sharing (what does go on in school? ) †¢ Automatic use of jargon. †¢ Shyness †¢ Lack of confidence School and staff †¢ Personal relationships between teacher and parent †¢ Limited facilities for meeting with parents †¢ Lack of empathy with the role of parent †¢ Lack of staff skills and confidence †¢ Access to relevant information †¢ An unwelcoming environment Parent and school †¢ Who to talk to? †¢ Lack of acceptance or awareness of child’s difficulties †¢ The value placed on education †¢ Young people not wanting parents involved †¢ Lack of information around transition periods (from one school to the next) †¢ Disinterest/lack of clear responsibility. †¢ Lack of consensus between parents Previous experience †¢ Negative previous experience †¢ Feelings of being judged †¢ Lack of action or follow up †¢ Being patronised Some ideas for overcoming barriers Communication †¢ Use regular newsletters to improve information flow †¢ Have a central information point e. g. regularly updated notice board †¢ Have a central contact point †¢ Exploit technology – web sites, email, blogs, text messaging †¢ Provide up to date information and a jargon buster. Create regular meeting slots †¢ Create opportunities for informal as well as formal contact e.g. parents assemblies, social events †¢ Collect parents views e. g. suggestion box, parent forum, parents’ spokesperson †¢ Involve parents in school activities †¢ Use home/school books and diaries †¢ Use email or phone if there is sensitivity about keeping a written record School and staff †¢ Develop staff skills in communication and listening †¢ Increase availability of staff and head teacher e. g. regular meeting slots, surgery times for 1-1 meetings †¢ Improve the range of activities in which parents can participate †¢ Make direct personal contact with parents †¢ Provide creche.

Module a

Whilst texts may be fictitious constructs of composers’ imaginations, they also explore and address the societal issues and paradigms of their eras. This is clearly the case with Mary Shelley’s novel, Frankenstein (1818), which draws upon the rise of Galvanism and the Romantic Movement of the 1800’s, as well as Ridley Scott’s film Blade Runner (1992), reflecting upon the increasing computing industry and the predominance of capitalism within the late 20th Century. Hence, an analysis of both in light of their differing contexts reveal how Shelley and Scott ultimately warn us of the dire consequences of our desire for omnipotence and unrestrained scientific progress, concepts which link the two texts throughout time. Composed in a time of major scientific developments, including Galvani’s concept of electricity as a reanimating force, Shelley’s Frankenstein utilises the creative arrogance of the Romantic imagination to fashion a Gothic world in which the protagonist’s usurpation of the divine privilege of creation has derailed the conventional lines of authority and responsibility. Her warning of the dangers of such actions is encapsulated within Victor’s retrospective words of â€Å"how dangerous is the acquirement of knowledge†, whilst Shelley’s use of a fragmented epistolatory narrative adds a disturbing sense of truth, foreshadowing the dark consequences of Frankenstein’s actions. Moreover, her allusions to John Milton’s Paradise Lost evoke the poetic retelling of Satan’s fall from grace, wherein the daemon’s association with â€Å"the fallen angel† exacerbates the effects of Victor’s rejection, ultimately transforming its â€Å"benevolent nature† into a thirst for retribution. Together with its questioning of how Victor could â€Å"sport with life†, Shelley’s warning reverberates past the page, directly questioning the scientists of her era, including evolutionary theorist Erasmus Darwin, to reinforce the dangers of our humanity’s inherent yearning to play the role of the Creator. Such a warning also exists within Scott’s Blade Runner, hence linking the two texts throughout time, where the director echoes the rise of capitalist ideals and the Wall Street mantra, â€Å"greed is good†, through the symbolic dominance of Tyrell’s towering ziggurat, a reflection of both his desire for omnipotence and commercial power. Tyrell’s egocentric nature is epitomised within the religious connotations of his abode, including his voluminous bed, modeled after that of Pope John Paul II, as well as his reference to Batty as â€Å"the prodigal son†. Such symbols are unnervingly subverted through both the foreboding Chiarscuro of flickering candle-light with shadow and his violent death at the hands of his own creation. Scott’s warning of the dangers of such a desire is also evident within the expansive shots of 2019 LA, revealing a dark and tenebrous world lit by the glow of corporate advertisements, a representation of a bleak future dominated by commercial dominance. Hence, by drawing upon elements of his context, including the growth of capitalism and the ‘trickle-down theory’ of Reagan’s era, Scott positions us to reassess the consequences of overstepping our boundaries. In addition, both texts’ warnings also encompass the dangers of unrestrained scientific progress, where Frankenstein further demonstrates the Romantic Movement’s influence on Shelley’s mindset, as her criticisms of the Age of Reason and Industrial Revolution reflect their denigration of rationality. The imagery of the â€Å"dead corpse† and repetitious use of â€Å"horror† upon the creation of the â€Å"miserable monster† establish a strong aura of death and despair around this scientific advancement, whilst Victor’s warning of Walton to â€Å"avoid ambitions of science and discoveries† encapsulates Shelley’s vilification of contributors to the Industrial Revolution, including renowned inventor James Watt. Moreover, Shelley stresses her warning through the protagonists’ connections with nature, where Victor’s â€Å"insensibility to its charms†, arising from his immersion in science, results in his â€Å"deep, dark and deathlike solitude†, with the heavy alliteration exemplifying his degraded sense of humanity. Conversely, the monster possesses greater â€Å"benevolence† and a more intimate connection with â€Å"the pleasant showers and genial warmth of spring†, with such characterisation capturing Shelley’s reflection of Romanticism’s idolisation of nature, cautioning us against the dehumanising effect of unrestrained scientific advancement. Blade Runner is no different, with Scott’s reflection of the explosion of technological progress during the 1980’s, including the rise of computing giants IBM and Microsoft, highlighting the dangers of such unrestrained progress. Most notable is the opening panoramic shot of blazing smokestacks which, together with the haunting synthetic pulses of the Vangelis soundtrack, establishes a festering miasma of technological overload, adding further semiotic weight to the film’s nightmarish dystopian agenda. Indeed, this portrayal of a decaying environment reflects the growing ecological awareness of the 1980’s, which, whilst different to Shelley’s Romantic values, is similarly employed to highlight the destruction of mankind due to technology. Moreover, Scott illuminates us to the dehumanising effects of such progress, foregrounded through Deckard’s â€Å"retiring† of the Replicant Zhora. Here, the stylistic placement of the transparent poncho places further emphasises the violence of her death, with slow-motion low angle shot conveying her heightened sense of humanity within her last painful moments. In contrast, Deckard’s emotionless features, together with the monotonous drone of the droid, suggests that our artificial creations will ultimately lead to the dehumanising of mankind, undermining our humanist framework and hence, warns us of the dire consequences of unchecked scientific progress. Thus, we can see how both Shelley and Scott reflect their zeitgeists in their texts, Frankenstein and Blade Runner, as they draw upon the societal concerns of their times in order to warn us of the consequences of overstepping our boundaries and unbridled technological advancement. Subsequently, it becomes evident that despite their temporal and contextual differences, both texts are in fact linked through their common concerns and concepts.

Pros and cons of horse racing Essay

Horse racing is an adrenaline filled sport for all the participants. It is a short lived, action packed, joy ride. The sport has increased in popularity over the past several years, due to the need for a rush, and is continuing to rise. Due to this massive influx in size the amount of money the business is contributing to the government is large. The business has also had to hire a multitude of people to help carry out the job of keeping the business as orderly as possible. The enlargement of the horse racing industry has also made the stakes for money in the winning a much bigger deal for owners which means they will do most anything to win. This includes the use of illegal drugs on the horses and many other forms of cheating. When the prize money raises so does the need for as many winning horses as possible for horse owners in the industry. The need for horses has led to an intense amount of over breeding of thoroughbreds. The amount of money contributed to the United States gover nment by the horse racing industry is an incredible amount. On average the sport produces 38.8 billion dollars, of which a whopping $1.88 billion is paid in annual taxes. That amount of money just goes to the United States. Around the world, countries make on average 40.2 billion. For instance, in Europe, horse racing is a widely known event and is tradition to participate in. they make on average about 45.3 billion United States dollars in the horse racing industry. Then, when talking into account supplies and employees, they produce around 101.6 billion us dollars. Governments around the globe benefit highly from the industry and horse racing being banned could have a drastic effect on entire populations from lack of money. Horse racing being banned could also cost millions of people around the globe their jobs and businesses. According to a recent labor poll over 4.6 million people are involved in the horse industry in some way, either as owners, employees, service providers or v olunteers. This includes 2 million horse owners, of which 238,000 are involved in breeding. When it comes to competing such as the jockeys and handlers, 481,000 people are involved. When looking at the amount of people involved in other activities such as grooms, veterinarians, and care takers, 1.1 million involved. 119,000 service providers and 702,000 employees, full- and part-time and 2 million family members and volunteers. That means that 1 out of every 63 Americans is involved with horses. Many of these jobs are held by lower-income families. This could be disastrous when taking into account  all the people who depend on the money they make from this business. Banning the horse racing industry could affect the local areas around them badly. The results of the one study done by students at the University of Louisville show that the horse business is a highly diverse industry that supports a wide variety of activities in all regions of the country. It combines the primarily rural activities of breeding, training, maintaining and riding horses with the more urban activities of operating racetracks, off-track betting parlors, horse shows and public sales. Usually when people go to watch a race they want to get dinner or spend their newly eared money in the expertly placed, over priced restaurants and shops. These strip mall shops gain money and business from these enthused shoppers. If there is no race track, these shops and small businesses could have a plummet in sales and be shut down for lack of ability to pay. Additionally, the volume of consumers that are driven to the racetracks each year create a need for additional medical care, education for children and families of track staff, as well as the local universities. Having the race tracks removed could lower business income for hospitals and schools as well as universities. The United States alone produces 3 billion from horse racing and tourism. Over 67 percent of activity as well as gambling money come from tourists going and paying at the race track. As a source of entertainment as well as having food venues and shopping areas round the premises of the track, it is an ideal hot spot for tourists to spend their money; whether it be on food, gambling, or shopping. The revenues made my gamblers who are not local to the area is 785 million dollars. Gambling is exciting as well as engaging for the participants. For those who enjoy taking risks, the propensity for risk associated with gambling may be both simulating and challenging. Also, gambling on horse racing allows the participant to challenge themselves with predicting the potential wins and losses. Gamblers from out of the country are obviously a large part of the income on the race track. Banning racing could make the area of choice loose business all around from not having the interest of tourists any longer. When it comes to betting on horses in horse racing, bettors rely on the accuracy of the statistics on the horses. The statistics allow the bettors to know which horses to bet and wager on. Cheating, such as the latest scandal called ‘doping’, can affect the reliability if those statistics. Doping and other forms of cheating using  drugs can harm the jockeys and horses in the long run. A few of the top drugs used in horse racing are cocaine, blcarbs, anabolic steroids, blue magic and heroine. Drugs such as heroine and anabolic steroids are typically injected into the lungs of the horse or the heart as to keep them from feeling pain and to slow down the rapid rate at which they would usually work to keep them from tiring. This can cause break downs on the track because of the lack of oxygen entering the blood stream at such a high rate of physical activity. Drugs such as cocaine blcarbs, and blue magic are usually pumped into the blood stream on added into the grain. Wha t the purpose of these are is to give the horses an energy boost that is un natural and these can also cause break downs on the track because of the amount of stress the horse is putting its body under without being aware until it is too late. The form of cheating of which is in drugs is considered cruel to the horse. Another form of cheating in the racing industry is toe grabs. A toe grab is a raised rim on the toe area of a horseshoe; its purpose is to help the horse â€Å"dig in† to the track and reduce sliding much like football cleats. However, there are increased stresses on the limbs from this stronger grip on the ground and quicker â€Å"stops† of the feet when they land while normally the foot slides forward just a bit on the ground before stopping, but toe grabs arrest this slide. It’s also been suggested that toe grabs add stress to the limb by raising the toe relative to the heel. Toe grabs on front feet have been associated with increased incidence of catastrophic injury in horse racing. Horses involved in racing are being over bred and this is causing weakening in the breed and mass slaughter of those horses that do not make the cuts. While over-breeding in the racing industry is the derivation of availability, inbreeding, and drugs are inescapably interconnected with the callous and brutal practice of slaughter as is the insatiable demand for horse meat for human consumption principally in European and Asian cultures. Inbreeding and drugs have weakened the modern Thoroughbred while the horse meat industry remains a lucrative multi-million dollar enterprise. More than 100,000 unwanted horses are born in the U.S. per year. Roughly 83,000 of those horses are slaughtered every year just in the United States because of improper breeding. A recent study was done and it showed that if 1,000 horses are bred for racing, only 300 will make it to training. Of that 300, only  roughly 75 horses will make it to racing. Only about 4 horses will make it to live their second race . Most horses that are not used for racing are sold to meat and glue factories. Only 12% of horses are properly retired and either sold to a family for other riding uses it retired to the pasture. This unnecessary breeding has caused weak bones in the thoroughbreds and diseases passed down in blood lines. The weakening of the breed has aroused a lot of controversy over whether or not horse racing should continue due to this issue. In the end there are both pros and cons to whether or not horse racing should be banned. Horse racing contributes an incredible amount of money worldwide and produces multiple job opportunities as well as business in local shops. It also brings in tourism to the track and surrounding areas which can help great deal of money also. Horse racing also has a large issue with cheating that can harm both the jockey and the horse against their will. The use of illegal drugs and product on the race horses’ pre race can significantly alter the horses performance whether for the good or the bad and in the long run, harm the horse terribly. Also over breeding has become a widely known issue across the globe and is causing a mass amount of horses to be sent to slaughter. Over breeding has also caused a decline in the stability of the breed. Horse racing both helps and harms.

How fertility was portrayed in ancient art Essay

How fertility was portrayed in ancient art - Essay Example The earliest artifacts that portray fertility can be said to emanate from both the historical periods of Neolithic and Paleolithic period. These images included sculptures in which females were portrayed, whereby the artists presented the women with swollen bellies, as well as accentuated thighs and breasts. One of these images is the â€Å"Venus of Willendorf†, which encompasses a figure of a female that is well rounded. The picture of the woman in this portrait has been carved from limestone whose shape is that of an egg. This work portrays fertility since it seems that the artist who curved it linked fertility with the shape of the stone used, which resembled an egg. Fertility in this artwork can also be portrayed by the fact that it has some features, which can be regarded as the phenomenon of female figurines (Liu 147). Some archeologists have referred to this image as the goddess of fertility. This image is crucial since it portrays some features that relate to fertility . For example, the swelling in the image, as well as the femininity emphasized by the sculptor, can be connected to female fertility. From this image, fertility, in its physical form, can be seen from most of the features that the image possesses. The female figure appears as strong and large, which is common in pregnant women who fall under the category of fertile people. The continuity and change about fertility can be depicted by the fact that figure appears as stable. In addition, the hands of the female figure can be seen resting on her breasts, which further presents her as strong. The power seen in the figure can be associated with childbirth and stable health, which relate to fertility (Liu 147). Another ancient piece of art that represents fertility is the â€Å"Venus of laussel.† This image consists of a drawing, which portrays an overweight woman, but with little presented about her looks. This figure can be found in Laussel, which is a cave in the French Valley of Dordogne. Scholars of the Paleolithic period have asserted that the woman in this image holds a crescent moon. The figure held by the woman resembles the crescent moon. In addition, the figure has 13 stripes, which represent the lunar cycle. Since the Venus has her hand on her belly, which is of large size, this can be regarded to be a sign of fertility. Moreover, the tallies, which the crescent has, can sometimes be referred as the total number of cycles of menstruation, which a woman experiences in one year. This image can be regarded as important since it presents some of the symbols, which related to fertility in women (James 230). The other image that represents fertility is the â€Å"Sculptured Vase† from the Uruk Period. This sculpture represents Inanna, the goddess associated with both fertility and love. This figure represents a huge image of the goddess receiving some offerings. In addition, there is also a representation of a man who is nude. The purpose of the va se is to honor the goddess, who can be considered valuable for the role she plays when it come to fertility. It is believed that this goddess blesses women with children and enables people to fall in love with one another. Therefore, it can be argued that this image is crucial as it represents the goddess who determines whether people are fertile. The continuity of fertility in Uruk Period can be seen to be connected to the