Analysis Of The Movie Crash - 963 Words

The society in which we live is made up of variations of everything. From different shades of skin color to the amount of capital someone owns. This can play a crucial role on an individual, for instance the way they perceive others and also the way they perceive themselves. Paul Haggis’s movie â€Å"Crash† conceptualize on this idea and interpret it in an in entirely different way; so that we can see that there are reasons and motives to why our society is separated this type of way. The movie is full of many sociological issues, such as gender, race, and social class. The movie is centralize around racism, and wants to give its own interpretation on racism, the reasons why it happens, and how it can be solved. The setting is Los Angelis, a city just like New York, meaning it is very diverse with many nationalities and social class. And as one knows, in big cities such as LA, individuals do not intermingle amongst each other. This is what the movie does; it manipulativ ely connected every single character with each other to create a chain of conflicts. One way that the movie shows these conflicts amongst society is through stereotypes. Stereotypes are generalized way of thinking about a specific, mostly negative at time. We tend to conform to conform to our stereotypes unconsciously at times can create conflicts, as seen in the movie. In the beginning the movie opens with two African American males and an upper class white couple in downtown Los Angelis. The upper class coupleShow MoreRelatedMovie Analysis : The Movie Crash 1662 Words   |  7 Pagesneed to know in a short amount of time.When it comes to the textual analysis of it all it all depends on how the script is written not only that but how the script is played out in the film. In the textual analysis of a film you have to really pay attention to the environment during the film. You have to pay attention to the race in the film, the themes throughout the film and the gender roles played in the film. In the movie Crash we see many pairs where they each have their own diff erent points ofRead MoreMovie Analysis : Crash 1055 Words   |  5 Pages1108 23 November 2015 Movie Analysis Although the movie Crash aired in 2004, the movie does a phenomenal job at depicting social conflicts that are still evident in 2015. Crash, also deals with wide range of controversies and offers multiple narratives. And since narrative is always a two-way street, the movie does a great job of showing two perspectives of everything. More specifically, it challenges our ethical and moral beliefs in a sense that many of the scenes in the movie reside in the grey areaRead MoreMovie Analysis : Crash 1362 Words   |  6 Pagescalled â€Å"Crash†, this movie basically talks about racism and the impact it has on the lives of people in Los Angeles. This movie got a good response from the viewers, as it concentrated on some real harsh realities of racism and asked some hard questions which are generally avoided in movies. This movie clearly promotes the a very delicate issue, and hence requires some detailed assessment. I personally feel the movie was good and it portrayed some very common events of racism, I think â€Å"Crash† showsRead MoreMovie Analysis : Crash 1853 Words   |  8 Pages GENRE I RACE IN THE FILM CRASH DEPARTMENT OF FILM AND CREATIVE WRITING INTRODUCTION TO FILM STUDIES B MODULE CODE: 09 24802 STUDENT ID: 1613440 MICHELE AARON UNIVERSITY OF BIRMINGHAM 1. Introduction This paper is a critical analysis of the American film Crash, directed by Paul Haggis which was performed for the first time in 2004. This essay will therefore deal with Gender I and Race, two of the approaches discussed in the subject Introduction to Film Studies B in the secondRead MoreDepth Analysis of the Movie Crash2037 Words   |  7 Pagespaper will provide a broad analysis of the movie Crash, and yet a specific picture of visual narrative techniques and audio techniques. The categories contributing to the nucleus and major movie components are theatrical elements, cinematography, editing, and sound. The Academy Award winning movie Crash is a story about society s controversial subjects projected in an in your face depiction of lives that in some way or another, cross. Depth Analysis of the Movie Crash The over-all theme ofRead MoreMovie Analysis : The Movie Crash1926 Words   |  8 PagesThe Movie Crash takes place in Los Angeles, California in the winter time. Throughout this movie, all of the stories connect in one way or another. This movie shows the lives of a diverse population of people, they have different race and social classes. In one of the first parts of the movie, they show a racist pawn shop owner that refuses to sell a gun to a man, simply because he is speaking to his daughter in another language, he generalizes all people of that race and accuses the man of â€Å"killingRead MoreAnalysis Of The Movie Crash 1394 Words   |  6 PagesCRASH! This was the last sound Tim Horton heard before he crashed into the woods. His drunk body made the violent rolling of the car feel like nothing. His mind still back at the bar, crying for a better life. He wanted this attempt to be painless and quick, but was depressed to see his immaculated body upside down in his turnovered car. The drunk had no more tears to shed, he had no screams to let out; all he could do was hit his head against the seat. He wanted something to break ,but his mindRead MoreMovie Analysis : Crash 1606 Words   |  7 Pagesare many movies out there that take a viewpoint form so many angles, this movie Crash does this that. Watching this mo vie brought about many emotions from my own life but to get a sense of what other people in the world go through when it comes to interacting with other races, the experiences we’ve had with them and also the perspectives we hold inside of us overall. This chapter will look at three scenes form the move crash and break each one of them down to showcase the significance of what individualRead MoreAnalysis Of The Movie Crash Essay1448 Words   |  6 PagesWriting Inquiry  Ã‚   September 29, 2106  Ã‚           Ã‚   Crash Movie Essay  Ã‚   Since the beginning of time, the world has been intolerant of people that are different or stand out. People have an issue accepting others that have contrasting views, values, opinions, beliefs, and even appearances. Whether we like it or not, there is a little bit racism in all of us, although it may not be as evident in one person as it is in another. In the 2004 film,  Crash, race is portrayed as being an abnormality that negativelyRead MoreAnalysis Of The Movie Crash 1174 Words   |  5 Pages Crash, a movie released in 2004, was set during what seemed to be quite a short time after the incident of 9/11. The entirety of this film paints such an emotional and touching portrait of racism within our seemingly modern society. It shows quite a few ethnic stereotypes that many people still will witness today; an older man who must obviously be Muslim because he s from the Middle East, and a Latino gang member who bears an assortment of tattoos and sports a shaved head. The interactions

An Informative Essay on Gun Control - 1289 Words

Due date Informative Essay on Gun Control Introduction The right to possess guns is a fundamental element to American identity. The right to own and operate guns under certain circumstances is in fact guaranteed as part of the United States Constitution. Over the course of American history and particularly in the 21st century, there exists a great debate over the possession of guns of private citizens. Both sides of the debate argue with fervor. There are those that argue fervently for the right to possess arms; they argue for guns with regard to home protection, property protection, personal security, and that it is a fundamental right as a citizen. On the other side, there are those that reference the persistence of accidental injuries and fatalities that are gun related. People on this side of the debate argue for the banishment of guns, for stricter gun control laws, and for restrictions on certain kinds of high caliber guns and ammunition. They argue for the safety of the general population and for the lack of responsibility of those in possession of guns. They additionally reference the excessive amount of gun violence in media such as music, films, animation, and video games trying providing moderate to exceptional evidence that access to excessive violent imagery in conjunction with what they view as slack gun control policies is an equation for tragedies that society is unprepared to handle and should not have to. Each side of the gun control debate hasShow MoreRelatedGun Control Informative Essay1424 Words   |  6 PagesInformative essay The United States is in a controversy of whether or not the Second Amendment is protecting our country or killing it. The United States owns approximately 250 million guns, nearly one for each citizen, and grows about 7 million each year. Experts believe that the Second Amendment in the Constitution is rational and legal, author of, Handgun Prohibition and the Original Meaning of the Second Amendment Don B. Kates states that the â€Å"Second Amendment protects an individuals rightRead MoreGun Control859 Words   |  4 PagesScholarly Essay: Gun Control There has been considerable debate recently in Canada over the issue of gun control. The Canadian parliament enacted the Firearms Act to enforce gun control by requiring gun owners to register their firearms. Just recently, the government of Alberta lead in a charge, including five other provinces and numerous pro-gun groups, complaining that the law is unconst... Gun Control Gun control Gun Control Part I:Introduction The issue of gun control and violenceRead MoreThe Drawbacks of Gun Control Legislation773 Words   |  3 Pages Gun control is many issues of this nation summed up into two words. In the point of view of some people gun control is a crime issue, while to others it is a rights issue. Gun control also is a safety issue and believe it or not, an education issue. Within each of these problems, there are those who want gun control legislation, and those like myself, who want less gun control legislation. The second amendment states that we as citizens have the right to bear arms and protectRead MoreJust Take Away Their Guns819 Words   |  4 PagesTheir Guns,† Wilson sufficiently reasons how the elimination of illegal guns on the streets should be the central focus in determining the limits regarding American gun control regulations which are frequently debated in our modern world. While Wilson makes an effective argument, at times, he racially profiles which is a definite form of deceptive reasoning; in addition, many of Wilson’s arguments lack the elaboration he needs to avoid making hasty assertions. Wilson argues in his essay that notRead MoreThe Bombing Of Pearl Harbor1680 Words   |  7 Pagesatomic bombs on the Japanese cities of Hiroshima and Nagasaki by the United States. The war transformed America as well as the rest of the world. Great Britain and France witnessed the fall of their overseas empires. The Soviet Union gained control of nations that had been traditionally hostile to it. They also used the liberation of Central Europe from the Nazis to create a new security zone. The United States, who entered both wars late, became the most powerful and wealthy nation on earthRead MoreAnalysis Of `` On Political Labels `` By Christopher Borick And Four Words That Will Decide The Election Essay1405 Words   |  6 Pagespolitics. Borick’s essay is a more historical and informative of the origins of political language and key words, while Green’s essay is a game plan for the Democrats to defeat the Republicans by using their own rhetoric against them. David Green makes great points in his essay, but because of his left wing bias and his overall view of Republicans being almost idiots discredit his essay. This is because of the multip le schools of thought that aren’t taken into account for in his essay. Borick’s historicalRead MoreWriting Process Over The Past Years Essay1074 Words   |  5 Pagesacademics and career with as prepared as I am today. I have used many useful websites to help me get through these essays and writing papers. I have used college based websites, including BGSU,and new’s pages including WTOL and 13 ABC. I also have used a very helpful website named citation machine. This website helps me make sure websites are credible.These have helped me get useful and informative information that I can rely on being truthful.I now believe i have a great set of researching skills that willRead MoreShould Police Officers Who Lie Be Terminated As A Matter Of Public Policy?1597 Words   |  7 Pagessome policies put in place to address untruthful officers. Unfaithful Officers are a subject that has been in the news for many years and will continue to be. Being labeled as an untruthful officers is not a brand an officers would like to wear. The essay will discuss how important trust is when working in Law Enforcement, Termination or not of officers who are caught lying. Keywords: Lying, Officers, Should Police Officer who Lie be terminated as a matter of public policy. What is PublicRead MoreThe Issue Of The Death Penalty1795 Words   |  8 Pagesbe answered through this informative and perspectivally essay addressing the issue of the Death Penalty, explaining why it should be abolished and wiped off the face of this earth, never to be conceived of again. I believe that it should be exterminated for many reasons, mainly because it violates human rights, it does not deter crime, and it’s running the risk of executing innocent people. This essay entails many topics and subtopics throughout it’s exquisite informative structure. To kick thingsRead MoreEssay about The Negative Impact of Media Censorship1905 Words   |  8 Pagesentirely. The historical uses of censorship are less clear-cut. While governments have very obvious and reasonable uses for censorship, such as censoring war plans and other secrets, some have twisted censorship into another form of the dictatorial control they have. A prime example would be Stalin’s censoring of photos to â€Å"erase† people or to show him in a better light (The Commissar Vanishes.). Based on the cold and secretive history of censorship of media in general, it should be clear that the

Analysis of Corporate Political Activity †Free Samples to Students

Question: Discuss about the Analysis of Corporate Political Activity. Answer: Introduction: The study takes insight into the changing relationship between the standard setter that is International accounting standard boards (IASB) and Australian accounting standard board (AASB).Pronouncements issued by International accounting standard boards are incorporated in the Australian accounting standards. Relationship between the domestic standard setter and IASB is changing for establishing more formal link between the regional and domestic group of standard setters that is move currently motivated by trustees and IASB (Carey et al., 2014). Original strategic model of IASB was mainly developed for creating strong relationship with key standard setters and in this regard, Australia was one of the key standard setters. Australia was at IASB gathering from the start of operations of IASB. AASB has the responsibility of issuing and developing accounting standards that are applicable to Australian entities along with maintenance and care of the body of standards. A strategic decision was provided to the board for working towards those issued by International accounting standard board. The Australian that is equivalent to IASB comprise of accounting standards that are equivalent to Australian standards. Some of them can be listed as AASB 1-99 corresponded to AASB 101-199. Furthermore, interpretations that are issued by AASB are corresponds to the interpretations that has been adopted by IASB. In the absence of any IASB equivalent such as standards like AASB 1039 and AASB 1031, the accounting standards of AASB and IASB were retained (He et al., 2016). The several issues were proposed by IASB. Process of identifying such issues by Australian accounting standard is as follows: Assessment of proposal of issues by AASB is done against the criteria that such issues have practical relevant and are widespread. Divergent interpretations are significant in such issues Reduction or elimination of methods of diverse reporting would be reduced by improving financial reporting by way of addressing such issues. Such issue represents application issue and narrow implementation that is possible to resolve efficiently within the existing Australian accounting standards. Matter would be referred to IASB based on improvement and that will help them in reaching consensus (Harmon Ntseh, 2016). It is required to provide guidance on timely basis when the issues are related to current and planned AASB. On July, 2004 the AASB was made equivalent to IASB. Concerning this, AASB has acted in accordance with strategic direction of financial reporting council. The overall approach of AASB for adopting the IASB standards is adopting the working and contents of IASB. In need of adopting the environment of Australia legislation, words are being changed. It leads to inclusion of application paragraph of Australia that is mentioned in Corporation Act. Substances of requirement are not affected by such changes. AASB has the responsibility of setting accounting standards for all types of reporting entities and IASB on other hand is mainly focuses on adopting standards for profit entities. When there is requirement for not for profit entities, there are additional texts that are included in the AASB. Requirements in relation to profit entities are not impacted by the addition made to this standard. Under certain circumstances, non-profit entities that comply with the Australian standards to IASB will not be able to simultaneously comply with the standard because the additional requirements mentioned in the AASB are not consistent with requirements of IASB (Steenkamp et al., 2016). A highest quality of financial reporting is aimed by AASB in adopting the IASB standards. Some of the optional treatments in IASB standard are used only few times by AASB. AASB already requires some of the additional disclosures that are sometimes required by IASB. For achieving compliance with standards of IASB, the capacity of Australian entity is not impacted by removing the requirement of additional disclosures and optional treatments. There are some helpful commentary mentioned in AASB and this is not present in equivalent IASB standards. Such commentaries are considered beneficial for users of AASB standard and such commentary is not part of IASB standard. This helps in handling situations that are particular to and are encountered by Australian entities. For performing the functions in relation to standards of IASB, object of part 12 of Australian securities and investment commission act, 2001 are required. Adoption of IASB needs to be consistent with objective part 12 resulti ng from the inclusive advantage that is associated with the adoption of the same (Spencer, 2014). Some of the object of part 12 of Australian commission that needs to be involved in the Australian standards are as follows: The directors should be assisted in discharging obligations concerning financial reporting. It should help in facilitating the economy of Australia by reducing the required rate of return or cost of capital and adoption of standards that are easy to understand and are clear. Adoption of standards should be relevant for assessment of financial performance, investment and position. The standards adopted by AASB is relevant to situation of environment of Australia in which entities operate that particularly deal with non-profit entities and does not have equivalent to IASB board. IASB Framework (paragraph 29 and 30) are consistent with AASB 1031. Framework of IASB has been adopted by AASB and in order to ensure that meaning of materiality is concise and clear, AASB 1031 has been retained. Standard AASB 1039 is applicable to entities preparing financial reports that has registered schemes and sending concise report to members instead of annual report. Amendment to AASB 1039 has been made resulting from changes that has been announced due to adoption of AASB standard (Morais Curto, 2014). IASB 126 deals with Accounting and reporting by Retirement benefits funds. Domestic regulations impacts the superannuation plan that are considered not for profit entities and as a part of strategy of adopting IASB, AASB has not dealt with this particular fact. In this particular regard, AAS 25 Financial reporting by Superannuation plans would be retained by AASB and a fundamental review of requirements would be undertaken by standard. Requirement of AASB concerning superannuation plan is overcome other international standard (Chandramohan et al., 2013). The AASB is associated with limited number of accounting policies particular for small enterprise enterprises and the implication is mainly on transition and comparability. Amendments to be made to the reporting standards particular to Australian small entities come with a number of concerns on proposal. Public accountability definition- IASH has proposed that no clarification is required to be provided for judiciary term used in public accountability. This particular proposal of IASB is not accepted by AASB and it calls for clarifying the definition. Term contains some common legal meaning that is seemed to be not consistent with the way Judiciary term is used by IASB. Section 29 of Income tax: It has been proposed by IASB that income tax should be based on section 29 of IAS 12 to which AASB agrees. It is intended by IASB to reduce the reporting gap between public accountable entities and entities that are non-publicly accountable. This would be done by aligning with the principles of measurement and recognition of deferred tax in section 29 (Eisenschmidt Schmidt, 2016). Some of the other propositions concerning the Australian entities are given. While most of the proposal of IASB was agreed by IASB due to clarification that are provided in existing section and because of their minimal nature. Some of the concerns of AASB in this regard are given below: Requirement for disclosing accounting policies in terms of termination benefits should be removed. Other concern is related to exempting the intangible assets requirements in business combination in event when it is not possible to measure fair value without considering undue costs or efforts. Acquisition of subsidiaries in relation to disposal or with the intention of sale within one year and its clarification and needs to be excluded from consolidation. Standards created by IASB for small Australian entities are acknowledged by AASB and they have the stand-alone vision. It has been considered by AASB that in order for small entities in Australia to avail the benefits, they should take full advantage of improvement made to the standard. There was disagreement on part of Australian accounting standard board on part of proposal of IASB relating to amendment made in contribution of sale of assets between joint venture and investors in IAS 28. This is so because it is thought by board that such amendment helps in reducing diversity in practice and addresses the existing inconsistency between requirement of IAS 28 and financial reporting standard 10. The board continued proposal by IASB and board should expedite the equity method of accounting research (Bond et al., 2016). Specific instances depicting whether accounting standard should change or not as recommend by IASB: Amendment made by IASB to AASB 116 would prohibit deducting cost of property, equipment and plant from the proceeds of selling items. Proceeds from sales of asset would be recognized as loss or profit. As per the amendment, Australian entities should recognize sales from proceeds in terms of loss or profit. Company accounting would be positively effected as this will help in reducing the diversity gap in a manner that will help improving financial reporting of reporting entities. Recognizing sales as income from the sales of such assets would help users of financial statement by providing them relevant information. As per the existing IAS 116 requirements, the sale from proceeds might be offset against the cost, property and equipment that do not give users a clear picture (Deegan, 2013). There would be change in method of depreciation and its process as the amendment would not involve depreciation in their costs. Entities would not be required to identify costs in relation to before items are sold and produced and property, plant and equipment are available for use. Identification of cost would lead the entities to apply judgements. Costs of inventories would be required to recognize as an expense and costs that are directly attributable to equipment, property and plant needs to be included in cost of assets (Chandler, 2014). Proposed amendment by IASB on section 18 that deals with intangible assets other than good will. It says that recognition of intangible asset in business combination should be exempted. This is done when the fair value without including costs cannot be measured. Adding this particular line is not agreed by AASB. It is considered by Australia board that there are many circumstances when reliable fair value of intangible assets are required and it is not possible to know the value of business combination when the value of intangible assets are not known. In such circumstances, a reliable fair value for measuring intangible assets is required. AASB perceives that recognition of intangible assets in business combination should be done based on same requirement as those of IAS 38 Intangible assets (Pacter, 2017). Another proposed amendment is section 28 concerning employees benefits that deals with eliminating the need for disclosing accounting policy for benefits attributable from termination. This particular proposed amendment is not agreed by Australian board because the decision to disclose accounting policy or not needs to take into consideration that whether the users of financial statements would be assisted in understanding conditions and transactions are reflected in such transactions. General principles as stated in paragraph 117-121 stated in IAS 1 should form the basis whether the disclosure of accounting policy should be done or not (Henderson et al., 2015). While AASB amending Australian equivalents, it should also consider the amendments proposed by IASB. It is considered by AASB that are needs of some unique domestic interpretations that is equivalent to requirements of IASB and such requirement is needed in some exceptional and rare circumstances. Considering the discussion above, it can be said that there are ambiguity within the components of accounting standards of several countries. Different components and transitions would have influence on transactions of developing countries. It is mainly essential for such countries to adapt to the international standards. On the other hand, countries for not complying with the internal reporting standard would have certain political and economic sanctions (Zeff et al., 2013). International standards help in providing more detailed financial reports and this leads to increased level of comparability and transparency. Optimal presentation of provided by the adoption of such standards, as this helps investors in giving proper insight about the transactions included in financial report. It has been perceived by investors that countries aligning their reporting standards with the international standards offer a sense of security and this helps inn attracting international investments. Non etheless, it has been continuously recognized that the approach of one size fits all often lack relevance for the users of the financial statements of private companies. Not all reporting entities would fit under the one size approach and the need for reporting standard should be provide ease to prepare as well as users of financial statements in every aspect (Nobes, 2015). Therefore, it can be said that adopting the international standards would help in standardizing the reporting standards of respective entities operating in different countries. Recommendation: Some of amendments introduced by International accounting standard board has been incorporated in the Australian accounting standard board. Any such arrangement that would interfere with the standard setter independence and good due prices would should not be considered by Australian standard. Furthermore, it is highly considered by Australian counting board that there should be consistency between sectors as it will help in facilitating economic decision-making. Some of reason that would lead Australian standards not to comply with the international reporting standard is use of different due process, different times and different resources. Conclusion: Considering several aspects of the International accounting standard board, the Australian accounting standard board supports and agrees with the arrangement. However, there are some instances to which the Australian standard is not agreeing. Regardless of the model adopted by the Australian entities complying with the reporting standards, the main concern of AASB is adequate level of funding concerning accounting standard setting of public sector entities. Furthermore, the adoption of one size approach would partially assist prepares of financial statements. Adopting the amendments offered by IASB would help in improving the company accounting in several ways. Reference: Bond, D., Govendir, B., Wells, P. (2016). An evaluation of asset impairments by Australian firms and whether they were impacted by AASB 136. Accounting Finance, 56(1), 259-288. Carey, P., Potter, B., Tanewski, G. (2014). AASB Research Report No. Chandler, R. A. (2014). Recurring Issues in Auditing (RLE Accounting): Professional Debate 1875-1900. Routledge. Chandramohan, A., Agrawal, A., Subramani, P., Munipalle, P. (2015). The Impact of Globalization ACIS 5034 Global Issues in Accounting and Information Systems Spring 2015. Deegan, C. (2013).Financial accounting theory. McGraw-Hill Education Australia. Eisenschmidt, K., Schmidt, M. (2016). Responsiveness as a Challenge for the Legitimacy of the IASB-An Evaluation of Current International Accounting Regulation and of Alternative Approaches. Guthrie, J., Pang, T. T. (2013). Disclosure of Goodwill Impairment under AASB 136 from 20052010. Australian Accounting Review, 23(3), 216-231. Harmon, F., Ntseh, D. (2016). The New FASB IASB Revenue Recognition Standards; Implementation and Effects. He, L., Evans, E., He, R. (2016). The Impact of AASB 8 Operating Segments on Analysts Earnings Forecasts: Australian Evidence. Australian Accounting Review, 26(4), 330-340. Henderson, S., Peirson, G., Herbohn, K., Howieson, B. (2015). Issues in financial accounting. Pearson Higher Education AU. Jorissen, A., Lybaert, N., Orens, R., Van der Tas, L. (2014). A longitudinal analysis of Corporate political activity towards the IASB: An analysis of context and firm-level antecedents as well as adopted strategies. Laing, G. K., Perrin, R. W. (2014). Deconstructing an accounting paradigm shift: AASB 116 non-current asset measurement models. International Journal of Critical Accounting, 6(5-6), 509-519. Morais, A. I., Curto, J. D. (2014). Accounting quality and the adoption of IASB standards: portuguese evidence. Revista Contabilidade Finanas, 19(48), 103-111. Nobes, C. (2015). IFRS Ten Years on: Has the IASB Imposed Extensive Use of Fair Value? Has the EU Learnt to Love IFRS? And Does the Use of Fair Value make IFRS Illegal in the EU?. Accounting in Europe, 12(2), 153-170. Pacter, P. (2017). IASB Corner. The International Journal of Accounting. Spencer, J. (2014). AASB Staff Paper: To Disclose or Not to Disclose: Materiality is the Question. Steenkamp, N., Steenkamp, N., Steenkamp, S., Steenkamp, S. (2016). AASB 138: catalyst for managerial decisions reducing RD spending?. Journal of Financial Reporting and Accounting, 14(1), 116-130. Tan?Kantor, A., Abbott, M., Jubb, C. (2017). Accounting Choice and Theory in Crisis: The Case of the Victorian Desalination Plant. Australian Accounting Review. Warren, C. M. (2016). The impact of International Accounting Standards Board (IASB)/International Financial Reporting Standard 16 (IFRS 16). Property Management, 34(3). Zeff, S. A. (2013). Political lobbying on proposed standards: A challenge to the IASB. Accounting Horizons, 16(1), 43-54.

Reflection on aims and learning from course Creative, Cultural and Social Education Essay Example

Reflection on aims and learning from course Creative, Cultural and Social Education Essay When bearing in mind the needs of children, from nursery all the way through to secondary school many considerations need to be taken into account. It may be useful to reflect on Abraham Maslows hierarchy of needs, which can be divided into two main categories; survival needs including those which are physiological; need for food, liquid, oxygen and physical and psychological security and the second category which includes growth needs including love, self-esteem and self-actualisation. When considering the individual needs of children, teachers should think about the range of attributes and experiences, which children may bring to school and how this affects their differing educational, social and spiritual needs. Pollard Tann (1994) identifies various factors that contribute to these needs and the importance of respecting and considering all of them Factors such as sex, social class, race, language development, language styles, health and types of parental support are so numerous and complex in their effects that, although broad but important generalisations about patterns of advantage and disadvantage can be made it is foolish to generalise in specific terms about their ultimate consequences. (Pollard Tann 1994) Including all children involves valuing and using these attributes and experiences to enable each child to be respected as individuals and be given the maximum opportunity to progress. Many cultures provide rich sources of multiplicity. We will write a custom essay sample on Reflection on aims and learning from course Creative, Cultural and Social Education specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Reflection on aims and learning from course Creative, Cultural and Social Education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Reflection on aims and learning from course Creative, Cultural and Social Education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The different backgrounds people bring into the classroom can promote a varied learning experience for all children. The teachers bring along their own ideas, issues and plans, which may have an effect upon the teaching and learning qualities within the class. Additionally, the environment the children enter may be different to any other experience they have ever known. Culture affects everything people have, think and do as members of their society because material objects, ideas, values and attitudes, and normative or expected patterns of behaviour make up culture. Ferraro 1990:18) Due to the multi-faceted, multi-cultural society we live in, the school has a duty to plan for all of our children in order that they may play a fulfilling and dignified role within it, building on the strengths of cultural diversity. The National Advisory Council for Creative and Cultural Education (1999) (NACCCE) report upholds this view when suggesting that although schools are unable to guarantee to deliver an end to prejudice, they are in a position to help, inform and educate, therefore confronting prejudice and discrimination. (NACCCE 1999) The National Curriculum Handbook sets out the programme schools are required to teach. The Code of Practice 2000 details a continuum of need. Need can mean a variety of things and is not a unitary concept, though it does suggest a lack of something. Biologically we need food, shelter and warmth. Social needs however are the need for friends and acquaintances. When meeting these needs, the self-esteem needs, where being competent and recognised become important. In this way, needs may be seen in a variety of ways: physical, emotional, social, aesthetic, spiritual, intellectual (Maslow, cited in An Introduction to Teaching, Desforges,C. 1998) Culture can be concluded as a phenomenon that has an effect on everything. It can be defined in many ways. Culture is learned, not genetically inherited. An important definition of culture identified by Hofstede Culture is the collective programming of the mind which distinguishes the members of one human group from another. Hofstede (1980) Within the classroom the adults and children have different attitudes about their cultural identity, as perceived by them and by others. Though important to each individual, some may choose to change their own culture. In todays society this is possible, by marriage, education or immigration. Just by making the move to a neighbouring village or across the town can have an impact upon peoples own culture, changing it to whatever degree they may choose. Furthermore, some may wish to be included in more than one group, therefore becoming bicultural. Bicultural education should be an enriching experience, broadening the range of choice for cultural identity. Relations and interactions with predominant environments become inherited and remain part of the culture known and recognised. However, each generation adds something new of its own, which is then passed on, hence cultural shifts and temporal change. Each generation believes their culture to be the correct one, this may be when this is the only one learned, therefore, the indication that the need to educate our young people about diverse cultures and right and wrong is now, more than ever, a priority. This is critical when culture prescribes the behaviour that may be considered acceptable within a social group. In order that children understand the influence the past has upon the present they need to engage in historical debate. The NACCCE report further emphasises this point whilst discussing change a knowledge of the past is essential to understanding the present (NACCCE 1999), this may then help them to consider how they may influence the future (Cogan 2000). This could be in relation to environmental factors such as global, pollution and conflict between nations, not merely a political exercise. (Cogan 2000) By encouraging responsible behaviour both in and outside the classroom childrens self confidence is increased and they begin to develop social and moral responsibilites towards authority and each other. The development of links between learning that takes place in the confines of the classroom and the outside world will help children to appreciate their role as citizens. Encouraging the development of enquiry, teaching children how to communicate for different arenas and participate across a wide range of experiences will further extend childrens knowledge about what kind of citizen they want to be and indeed can be. However, due to media coverage and as a result of personal experiences it is clear that there has been a decline in the process of encouraging positive citizenship roles to the younger generation. This is further reported by the government within the Crick report (1998) and is the reason why it is now at the forefront of the education process to encourage the development of citizenship. Reports such as the Crick report have been processed to highlight the requirement of such a subject to hit right across the curriculum. Citizenship is now statutory at key stages three and four, and guidelines exist for key stages one and two. Within my current workplace citizenship has been allocated one hour per week teaching time as the headteacher recognises the importance of an early start to educating children of the role they will play in later life within society. The NACCCE outlined the importance of teaching for todays society The Government is committed to planning an education service that will meet the challenges of the twenty-first century (NACCCE 1999). Previously, provision was through general guidelines. The guidelines sought to establish development through a cross-curricular approach. Ensuring awareness was extended beyond subject knowledge in order to create a broad and balanced curriculum. A report for the Qualification and Curriculum Authority (QCA) Citizenship and Personal Social and Health Education (PSHE) Team produced by Jean Rudduck, (March 2003) cited in Erickson and Schultz (1992) highlighted the importance of such work in developing pupils identity. Jackson (1922) suggests that developing voice is an important way of helping young people form a critical awareness of their own ends, means and capacities in learning an echo of the argument put forward in support of citizenship education. Schools councils may well provide this outlet for developing voice. Both in primary and secondary, schools councils are becoming more prevalent. Moreover their powers are affecting the culture of schools. However this may depend upon the school. The management of the school council may indeed have an effect on how successful it is. Some schools may hold the council as a show of tokenism. Children may well be seen to have a voice, however they have little or no choice in the issues discussed. They may not be encouraged or even allowed to formulate their own opinions. Hart emphasises this point in exclaiming that adults may be manipulative in using the childrens voices to carry out their work (Hart 1992). Newly qualified headteachers are beginning to convey in schools new initiatives and think about how schools can be enriched by providing a variety of learning. As further education and teacher training take into account research into childrens learning and the many documents published for example the Crick Report and the NACCCE report. Childrens learning can be enhanced by using a variety of strategies which develop and encourage creativity. Creativity is the theoretical framework that underpins practice. According to Peter Jenkinson (2002), creative partnership is potentially one of the most powerful programmes linking culture and education in a generation. He continues that it will provide significant shifts in schools and in the creative and cultural community. Everyone has the right to access and participate in culture, and that education understood in its broadest sense should be a key priority for all creative and cultural organisations Jenkinson, P. (2002) The NACCCE report (1999) proposes that creative and cultural education are related, creativity drawing from cultural contexts and culture a product of the complexity and diversity of human creativity. It is therefore a must that educationalists recognise this and promote them through the school curriculum (NACCCE 1999) In order for this to happen planning must be part of the process and considered in the learning outcomes. However, this can cause difficulties. The teachers hours of teaching are carefully monitored, it is very difficult for them to have the time to plan for each subject to involve so many different areas, even the most experienced teachers have difficulty. Over the previous years the focus has changed and more innovative teaching is looked for, teaching which Provides a broad range of worthwhile curricular opportunities that cater for the interests, aptitudes and particular needs of pupils taking particular account of the effect of any innovative practice Ofsted (2003) Though, the internet does provide a rich source of information. Help with planning cross-curricular work is also included in the unit plans issued by the QCA. The Office for Standards in Education (Ofsted) is looking for evidence of this when observing schools. The framework for inspecting schools sets out guidelines; within this framework they set out the criteria in which they will inspect. Of particular significance is the detailed look at childrens relationships, the organisation of the classroom and seating in groups of children, termed streaming in some schools. Such elements may be included under the term hidden curriculum. Kelly emphasises that the hidden curriculum is those things which students learn because of the way in which the work of the school is planned and organised but which are not in themselves overtly included in the planning or even in the consciousness of those responsible for the school arrangements (Kelly 1988:8). This would agree with the findings of Roland Meighan (1981: 52) when he suggests that the hidden curriculum may be all the other things that are learnt during schooling in addition to the official curriculum cited in The Morality of The School Bottery, M. (1990). It is important to identify the significance of balancing the needs of the individual with those of society. According to Sugrue (1997) the teacher has responsibilities not only to the children, but also to society by shaping learners into good citizens and educating them in cultural traditions. Childrens needs and interests must be tempered by social requirements (Sugrue 1997) In conclusion teachers must be aware that they are contributing to tomorrows society and therefore children have a right to fulfill their potential. Schools are required to encourage learning that enables the children to succeed with societys requirements. Sugrue (1997) debates Entwistles (1970) ideas Respect for individual difference must be protected and promoted, needs and interests recognised, while wider social interests and responsibilities cannot be ignored. Reflection on aims and learning from course Creative, Cultural and Social Education Essay Example Reflection on aims and learning from course Creative, Cultural and Social Education Essay When bearing in mind the needs of children, from nursery all the way through to secondary school many considerations need to be taken into account. It may be useful to reflect on Abraham Maslows hierarchy of needs, which can be divided into two main categories; survival needs including those which are physiological; need for food, liquid, oxygen and physical and psychological security and the second category which includes growth needs including love, self-esteem and self-actualisation. When considering the individual needs of children, teachers should think about the range of attributes and experiences, which children may bring to school and how this affects their differing educational, social and spiritual needs. Pollard Tann (1994) identifies various factors that contribute to these needs and the importance of respecting and considering all of them Factors such as sex, social class, race, language development, language styles, health and types of parental support are so numerous and complex in their effects that, although broad but important generalisations about patterns of advantage and disadvantage can be made it is foolish to generalise in specific terms about their ultimate consequences. (Pollard Tann 1994) Including all children involves valuing and using these attributes and experiences to enable each child to be respected as individuals and be given the maximum opportunity to progress. Many cultures provide rich sources of multiplicity. We will write a custom essay sample on Reflection on aims and learning from course Creative, Cultural and Social Education specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Reflection on aims and learning from course Creative, Cultural and Social Education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Reflection on aims and learning from course Creative, Cultural and Social Education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The different backgrounds people bring into the classroom can promote a varied learning experience for all children. The teachers bring along their own ideas, issues and plans, which may have an effect upon the teaching and learning qualities within the class. Additionally, the environment the children enter may be different to any other experience they have ever known. Culture affects everything people have, think and do as members of their society because material objects, ideas, values and attitudes, and normative or expected patterns of behaviour make up culture. Ferraro 1990:18) Due to the multi-faceted, multi-cultural society we live in, the school has a duty to plan for all of our children in order that they may play a fulfilling and dignified role within it, building on the strengths of cultural diversity. The National Advisory Council for Creative and Cultural Education (1999) (NACCCE) report upholds this view when suggesting that although schools are unable to guarantee to deliver an end to prejudice, they are in a position to help, inform and educate, therefore confronting prejudice and discrimination. (NACCCE 1999) The National Curriculum Handbook sets out the programme schools are required to teach. The Code of Practice 2000 details a continuum of need. Need can mean a variety of things and is not a unitary concept, though it does suggest a lack of something. Biologically we need food, shelter and warmth. Social needs however are the need for friends and acquaintances. When meeting these needs, the self-esteem needs, where being competent and recognised become important. In this way, needs may be seen in a variety of ways: physical, emotional, social, aesthetic, spiritual, intellectual (Maslow, cited in An Introduction to Teaching, Desforges,C. 1998) Culture can be concluded as a phenomenon that has an effect on everything. It can be defined in many ways. Culture is learned, not genetically inherited. An important definition of culture identified by Hofstede Culture is the collective programming of the mind which distinguishes the members of one human group from another. Hofstede (1980) Within the classroom the adults and children have different attitudes about their cultural identity, as perceived by them and by others. Though important to each individual, some may choose to change their own culture. In todays society this is possible, by marriage, education or immigration. Just by making the move to a neighbouring village or across the town can have an impact upon peoples own culture, changing it to whatever degree they may choose. Furthermore, some may wish to be included in more than one group, therefore becoming bicultural. Bicultural education should be an enriching experience, broadening the range of choice for cultural identity. Relations and interactions with predominant environments become inherited and remain part of the culture known and recognised. However, each generation adds something new of its own, which is then passed on, hence cultural shifts and temporal change. Each generation believes their culture to be the correct one, this may be when this is the only one learned, therefore, the indication that the need to educate our young people about diverse cultures and right and wrong is now, more than ever, a priority. This is critical when culture prescribes the behaviour that may be considered acceptable within a social group. In order that children understand the influence the past has upon the present they need to engage in historical debate. The NACCCE report further emphasises this point whilst discussing change a knowledge of the past is essential to understanding the present (NACCCE 1999), this may then help them to consider how they may influence the future (Cogan 2000). This could be in relation to environmental factors such as global, pollution and conflict between nations, not merely a political exercise. (Cogan 2000) By encouraging responsible behaviour both in and outside the classroom childrens self confidence is increased and they begin to develop social and moral responsibilites towards authority and each other. The development of links between learning that takes place in the confines of the classroom and the outside world will help children to appreciate their role as citizens. Encouraging the development of enquiry, teaching children how to communicate for different arenas and participate across a wide range of experiences will further extend childrens knowledge about what kind of citizen they want to be and indeed can be. However, due to media coverage and as a result of personal experiences it is clear that there has been a decline in the process of encouraging positive citizenship roles to the younger generation. This is further reported by the government within the Crick report (1998) and is the reason why it is now at the forefront of the education process to encourage the development of citizenship. Reports such as the Crick report have been processed to highlight the requirement of such a subject to hit right across the curriculum. Citizenship is now statutory at key stages three and four, and guidelines exist for key stages one and two. Within my current workplace citizenship has been allocated one hour per week teaching time as the headteacher recognises the importance of an early start to educating children of the role they will play in later life within society. The NACCCE outlined the importance of teaching for todays society The Government is committed to planning an education service that will meet the challenges of the twenty-first century (NACCCE 1999). Previously, provision was through general guidelines. The guidelines sought to establish development through a cross-curricular approach. Ensuring awareness was extended beyond subject knowledge in order to create a broad and balanced curriculum. A report for the Qualification and Curriculum Authority (QCA) Citizenship and Personal Social and Health Education (PSHE) Team produced by Jean Rudduck, (March 2003) cited in Erickson and Schultz (1992) highlighted the importance of such work in developing pupils identity. Jackson (1922) suggests that developing voice is an important way of helping young people form a critical awareness of their own ends, means and capacities in learning an echo of the argument put forward in support of citizenship education. Schools councils may well provide this outlet for developing voice. Both in primary and secondary, schools councils are becoming more prevalent. Moreover their powers are affecting the culture of schools. However this may depend upon the school. The management of the school council may indeed have an effect on how successful it is. Some schools may hold the council as a show of tokenism. Children may well be seen to have a voice, however they have little or no choice in the issues discussed. They may not be encouraged or even allowed to formulate their own opinions. Hart emphasises this point in exclaiming that adults may be manipulative in using the childrens voices to carry out their work (Hart 1992). Newly qualified headteachers are beginning to convey in schools new initiatives and think about how schools can be enriched by providing a variety of learning. As further education and teacher training take into account research into childrens learning and the many documents published for example the Crick Report and the NACCCE report. Childrens learning can be enhanced by using a variety of strategies which develop and encourage creativity. Creativity is the theoretical framework that underpins practice. According to Peter Jenkinson (2002), creative partnership is potentially one of the most powerful programmes linking culture and education in a generation. He continues that it will provide significant shifts in schools and in the creative and cultural community. Everyone has the right to access and participate in culture, and that education understood in its broadest sense should be a key priority for all creative and cultural organisations Jenkinson, P. (2002) The NACCCE report (1999) proposes that creative and cultural education are related, creativity drawing from cultural contexts and culture a product of the complexity and diversity of human creativity. It is therefore a must that educationalists recognise this and promote them through the school curriculum (NACCCE 1999) In order for this to happen planning must be part of the process and considered in the learning outcomes. However, this can cause difficulties. The teachers hours of teaching are carefully monitored, it is very difficult for them to have the time to plan for each subject to involve so many different areas, even the most experienced teachers have difficulty. Over the previous years the focus has changed and more innovative teaching is looked for, teaching which Provides a broad range of worthwhile curricular opportunities that cater for the interests, aptitudes and particular needs of pupils taking particular account of the effect of any innovative practice Ofsted (2003) Though, the internet does provide a rich source of information. Help with planning cross-curricular work is also included in the unit plans issued by the QCA. The Office for Standards in Education (Ofsted) is looking for evidence of this when observing schools. The framework for inspecting schools sets out guidelines; within this framework they set out the criteria in which they will inspect. Of particular significance is the detailed look at childrens relationships, the organisation of the classroom and seating in groups of children, termed streaming in some schools. Such elements may be included under the term hidden curriculum. Kelly emphasises that the hidden curriculum is those things which students learn because of the way in which the work of the school is planned and organised but which are not in themselves overtly included in the planning or even in the consciousness of those responsible for the school arrangements (Kelly 1988:8). This would agree with the findings of Roland Meighan (1981: 52) when he suggests that the hidden curriculum may be all the other things that are learnt during schooling in addition to the official curriculum cited in The Morality of The School Bottery, M. (1990). It is important to identify the significance of balancing the needs of the individual with those of society. According to Sugrue (1997) the teacher has responsibilities not only to the children, but also to society by shaping learners into good citizens and educating them in cultural traditions. Childrens needs and interests must be tempered by social requirements (Sugrue 1997) In conclusion teachers must be aware that they are contributing to tomorrows society and therefore children have a right to fulfill their potential. Schools are required to encourage learning that enables the children to succeed with societys requirements. Sugrue (1997) debates Entwistles (1970) ideas Respect for individual difference must be protected and promoted, needs and interests recognised, while wider social interests and responsibilities cannot be ignored.