The Life of Carl Theodor Dreyer Essay Example | Topics and Well Written Essays - 1000 words

The Life of Carl Theodor Dreyer - Essay Example Before coming into the care of Danish Lutheran typographer Carl Theodor Dreyer and his wife Inger Marie at the age of two, the infant Nielsen was already placed in two foster homes. It should be noted that even before the adoption was finally legalized, the mother of Dreyer died after consuming a large dose of phosphorous in order to induce miscarriage as she was then pregnant again with her second child out of wedlock (Acquarello 1). The young Dreyer never got the opportunity of developing a good relationship with his foster parents as they constantly reminded him that his mother had neglected her social responsibilities. They have also expected that Dreyer will recompense them on their charity (Alleva 3). It is uncertain whether Dreyer had learned the story behind his true identity, yet this circumstance in his life has left a profound impact on the famous film director as evidenced by his filmography. What has become apparent is that Dreyer has endured a deep wound even if he avoids talking about his childhood and parental estrangement in his numerous interviews and public appearances (Acquarello 1). Dreyer excelled academically. ... He became a celebrity profiler for Scandinavian theater artists. He worked as a reporter in several prominent newspapers which include Berlingske Tindendi, Politiken, and Riget. Being a very talented writer, Dreyer captured the promising aviation industry by his "technically comprehensive articles." The Nordisk Film Company then employed him as a hot air balloon technical adviser. Dreyer started in the film industry by doing the titling and writing film scripts for a number of studios before signing an exclusive contract with Nordisk. Within this company, Dreyer had shown his exceptional skill in film editing. The encouragement and tutelage of Wilhelm Staehr became the stepping stone of Dreyer to venture into film directing (Acquarello 3). The first film of Dreyer created in 1918 was a "banal melodrama" entitled The President. Even in this first movie, the director already revealed his objective of creating a personal stamp in the movie industry. It should be noted that instead of selecting studio actors employed by Nordisk, Dreyer opted to respond to his artistic intuition by personally electing his own cast of professional and non-professional actors. Dreyer selected his artists for "their appropriate face types to the situational and psychological profile of the character that they portray" (Acquarello 3). The director also chose to create an atmosphere of realism and naturalness in his film by doling out cosmetics and ornately decorated sets. It is irrefutable that The President depicts an important issue in Dreyer's life. The film tackles the issue of a biological parents' moral responsibility for a child conceived out of wedlock. The story line is about "a prominent and well respected judge [who] is forced to decide the

Business Plan F Essay Example | Topics and Well Written Essays - 2500 words

Business Plan F - Essay Example The solon business can manage to allure and create a large customer base. Many of our esteemed customers come from far distance to enjoy the services. In this regard, the salon management have opted to embrace change as far as our brand, services, products, activities are concerned. It is the ambitions of owners to serve the entire city of London, demand from clients, and procurement of professional beauticians that made the management embrace the transition and venture into mobile beauty. Two ladies own the venture; Jane Sever and Susan Comb. The two together one gentlemen form the management team of walking beauty salon. The salon’s premises are located in the Baker Street on the south side. Walking beauty has talented and qualified team of beauticians. Also, the management team has personnel qualified in the field of hairdressing and beauty. With a new venture and strategies in place, the walking beauty expects a growing reputation to attract new customers and other beauticians into the new venture. To shift to mobile beauty operation and achieve the set goal, walking beauty seeks a loan to finance the new venture sufficiently. The loan will be serviced from the cash-inflow of the business. The loan will also be collateralized by the firms assets and backed by the personal guarantees, experience and character of the management. The firm needs new and more assets to transform the firms ways of operation. The firm will require start-up capital for leasehold, assets, maintenance and improvements in to start a new operation. The requirements to start the operation are legal fees, premises deposits, van, dryers, large mirror, two sided mirror, assorted brushes and combs, electric razors, pairs of scissors, computer, printer and spray bottle. The depreciation of long-term assets will be based on a straight line method. Walking

DWI (debate) Essay Example | Topics and Well Written Essays - 500 words

DWI (debate) - Essay Example However, before taking a stand in this issue, DWI should consider the legal and ethical implications of the change proposed by FCC. The further consolidation and merger among industry players will mean observance of more policies set by the government concerning duopolies and tripolies which are not currently allowed. DWI will also be faced with the challenge of operating in a less deregulated media industry. If DWI will merge with other media players, it will also be faced by the burden of delineating the responsibilities and ownership within the newly formed organization. Ethically, DWI should consider all its stakeholders including its customers, employees, competitors, lobbying groups, and other public relations. Since consolidation and merger often means downsizing, DWI should also be ready to legally give fulfill its liability to its employees. In this issue, the company should thoroughly consider its employees especially now that they are vocally expressing their opposition to the new policy. DWI's stand will surely have a huge impact on its image. It should be noted that researches have exposed that free TV does not really suffer from losses because most of these companies are connected or even owners of cable stations.

The Impact of Advertising on Women Essay Example for Free

The Impact of Advertising on Women Essay Everyday of our lives, we are exposed to dozens of advertisements, whether it be on television, the radio, in magazines, on billboards or signs, or anywhere else that companies try to reach us in an effort to promote the products they sell. Advertisers appeal to our hopes, dreams, wants and desires, and exploit our insecurities in an effort to sell us a product, ranging from cars, to household appliances, to a bottle of shampoo. Advertising affects everyone, whether they acknowledge it or not, and it often promotes something that is out of reach to the average person, such as great wealth, or a perfect body. Advertising often carries an overload or excess of meaning, such as statements of power, wealth, leisure, and sexual allure, and they also convey meanings of race and gender. (â€Å"Introduction: Media Studies†) As this paper will demonstrate, advertising is an extremely powerful tool which has the ability to change the way we perceive ourselves. Of particular interest is the effect that advertising has on women. Women are continually bombarded by advertisements in which they are told, directly or indirectly, that they must be thin in order to be beautiful, and they are marketed products that they are led to believe will help them achieve their desired body image of being thin. Women become convinced that they must look like sexy all the time, when in reality, it is almost impossible. Women often begin dieting in order to attain the perfect body that they are striving for, and they occasionally undertake more extreme measures to lose weight, such as bulimia or anorexia, all because they are led to believe, by advertising, that they must have a perfect body. Women are also sexually objectified in advertising, and viewed as merely sexual objects. This paper will explore in depth how women are portrayed in advertising and, more importantly, the impact which it has on them. In western culture, a slender physique has come to be regarded as the standard of feminine beauty; although it is an unrealistic benchmark for nearly all women. The average woman has a seven percent chance that she will be as slim as a catwalk model, and an even lesser chance that she will be as thin as a supermodel. (Konrad, 2008) A 2000 study found that the body fat of models and actresses is, on average, 10 percent less than that of a typical active, healthy woman. (â€Å"Behind the Hype: Dove’s Real Beauty Campaign†) The models that companies use in advertising are also getting thinner relative to the average population. Twenty years ago, models weighed 8 percent less than the average woman. Today, they weigh 23% less than the average female population. (â€Å"Beauty and Body Image in the Media†) However, these truths do not stop women from trying to attain the perfection they see in every day advertisements. Since advertising continually implies that women should be slender, those who do not have this particular body type often suffer from low self esteem and hold a negative self image of their body. After a study in which women viewed sexual and non-sexual ads, the women who viewed the sexual ads rated themselves as being larger, on average, than the women who viewed the non-sexual ads, and women who viewed the sexual ads also expressed greater dissatisfaction over their current physique than the women who watched the non-sexual ads. (Tygart) George Lipsitz has argued that consumer culture and media representations play a greater role than ever in defining identities. (â€Å"Just Do It†) When women see thinness represented in advertising, they would like to look like the models they see and have that same identity that is being shown to them. In addition to women feeling pressure to conform to the desired body type due to their constant exposure to it in advertising, they also are under pressure to attain the perfect body because they believe it is what men feel they must look like. According to a study published in American Behavioural Scientist (Choi et al. , 2008), women are able to realize that the images of supermodels that they see in advertisements are unrealistic and they recognize that they will not be able to attain the body of a supermodel. However, these same women feel that men who view these advertisements will not be able to ascertain the fact that the body types shown are unrealistic. Since women feel that men cannot discern the unrealistic nature of the female body that is presented in advertisements, they feel that men will expect them to meet the standards of beauty portrayed in these ads. Consequently, this leads women to desire to look like the models they see in advertisements, not necessarily because they want to, but because they believe that men view it as realistic and attainable. As stated by Choi, et al. (2008), â€Å"Women are influenced by unrealistic media imagery because they are well aware that men will view those images as real, and value them. † It is argued that, although women know the images shown to them in advertising are unrealistic, they are unable to ignore them, because of the threat of men judging their bodies. Since advertising has the effect of making women desire a thin, slender body that is almost impossible to attain, they frequently make radical efforts in an attempt to get it. An astonishing 75 percent of women who are a normal weight feel that they are in fact overweight. The Anorexia Nervosa Related Eating Disorders research group states that one in four college aged women undertakes unhealthy methods of weight control, ranging from skipping meals and laxative abuse, to self induced vomiting. (â€Å"Beauty and Body Image in the Media†) It has also been estimated that magazines directed to a female audience contain over ten times as many advertisements promoting weight loss than men’s magazines do, advocating a variety of solutions, from diet pills to cosmetic surgery. Researchers have shown that this advertising has led to an increase in eating disorders. (Choi, et al. , 2008) Teenage girls who already claimed to be dissatisfied with their body image showed a higher tendency towards dieting and bulimic behaviours after prolonged exposure to advertisements in a teen girl magazine. (â€Å"Eating Disorders: Body Image and Advertising†) Self-image is often affected in teenage girls because they cannot escape the message that their bodies are imperfect. â€Å"A Girl of Many Parts†) Many researchers believe that advertisers want women to feel insecure and disappointed with their body shape, since this will create the desire for an unattainable body that will increase the consumption of products that companies are trying to sell, such as skin care creams, weight loss supplements, and others. Paul Hamburg, a professor at Harvard Medical School, states: â€Å"The media markets desire. And by reproducing ideals that are absurdly out of line w ith what real bodies do look like, the media perpetuates a market for frustration and disappointment. Its customers will never disappear. † (â€Å"Eating Disorders: Body Image and Advertising†) In terms of sexual objectification, women agreed that they were sexually objectified in advertising, however, contrary to popular belief, younger women appear to no longer have an issue with it. The â€Å"third wave† of feminism today embraces sexuality, and views sex as power. (Dahlberg Zimmerman, 2008) Many feminists now believe it is acceptable for women to use their glamour to their advantage, as long as they are doing it out of their own free will. According to a recent study, young, educated women are not offended by the sexual objectification of women in advertising, which may be a product of the highly sexualized culture we live in today. (Dahlberg Zimmerman, 2008) Although women are deeply affected by how models appear in advertisements, by their desire to want to look like them, the women of today no longer appear to be affected by the sexuality in advertising, and in many cases, they are embracing it. To conclude the efforts, if any, which are being made to change the portrayal of women in advertising should be examined. Although advertising on the whole is still relatively unchanged with respect to its portrayal of women, some companies have altered the message they send about beauty and changed their advertising to reflect this change. An example is Dove, and its Real Beauty advertising campaign. Dove launched the Real Beauty campaign in response to a study it undertook among females aged 18 to 64, the majority of whom felt that advertising set an unrealistic standard of beauty for women that is nearly impossible to achieve. â€Å"Behind the Hype: Dove’s Real Beauty Campaign†) The ads featured the use of everyday women instead of professional models, and images that were not airbrushed in any way. The campaign has been well-received and led to an 11. 4% increase in Dove’s sales in early 2005, although, some critics stated that the campaign promotes obesity in a time when many Americans are struggling with weight issues. Since Dove introduced the â€Å"Real Beauty† advert ising campaign, both Nike and Levi’s released similar campaigns, featuring everyday people as opposed to models. â€Å"Behind the Hype: Dove’s Real Beauty Campaign†) It remains to be seen whether this trend will continue into the future, but at the very least it demonstrates that companies are beginning to provide an alternative to the advertising they had used in the past. In summation, advertising plays a considerable role in how women regard themselves and in their perceptions of how they should look. Advertisers use models with a physique that all but the few, most genetically gifted women could ever attain. As previously stated, he average model has a body fat percentage which is 10 percent less than that of a typical healthy, active woman, and supermodels, on average, weigh 23 percent less than the average woman. After viewing advertisements featuring supermodels, women often feel worse about themselves and begin to suffer from poor self-image and low self-esteem. Even a small amount of exposure to advertising has been demonstrated to make this occur; although women are exposed to hundreds of advertisements on a weekly basis. However, women no longer appear to be affected by the sexual objectification they see in advertising, which has been attributed to the third wave of feminism and the sexually charged culture that we live in. Women also feel pressure to look like a supermodel because, although, they often realize that what is advertised to them is not realistic, they believe that men do not realize this and want regular women to look like the models they see in advertisements. This leads women to seek out that body type, since they feel that men expect it from them. Women undertake everything from common methods of weight loss such as dieting to extreme measures such as anorexia to achieve the body that advertisers tell them they must have. The dissatisfaction they have with their bodies leads them to consume the products that advertisers are marketing to them. One company, Dove has taken a major step forward in its advertising, by using everyday people who have a normal body type in its â€Å"Real Beauty† campaign, and other companies have followed suit with similar advertising, but the majority of advertising still promotes an unrealistic body type as being ideal and desired. Until this changes, women will continue to hold on to the desire to look like a supermodel, however unrealistic that may be, they will continue to go to great distances to turn that farfetched dream into a reality.

Post Traumatic Stress Disorder :: Post-traumatic stress disorder, PTSD

Introduction There has been a proliferation of interest in the development and nature of individual’s thinking patterns and processes following traumatic psychological exposure (Ehlers, Mayou, & Bryant, 1998). In particular, previous research has suggested that specific thinking styles and patterns preceding trauma predict a greater vulnerability and a poorer long-term prognosis of posttraumatic stress disorder (PTSD) (Dalgleish, 2004). Moreover, the literature has illustrated that adolescents can be predisposed to developing PTSD which develops as a result of either direct or indirect exposure to a trauma. For example, witnessing a trauma directly or learning about a specific traumatic event experienced by others (Finkelhor & Dziuba-Leatherman, 1994). Previous research has highlighted that adolescents that have been exposed to a trauma and PTSD may also be more vulnerable to developing aggressive and antisocial behaviours (Falshaw, Browne & Hollin, 1996), alcohol and drug dependence, hypervigilance and impulsive misconduct (Lynam, Caspi, Moffitt, Wikstrà ¶m, Loeber & Novak, 2000). Erwin, Newman, McMackin, Morrissey and Kaloupek (2000) suggest that a reason for this is that early exposure to trauma can have severe impact on adolescent’s functioning in terms of their emotions, cognition and behaviour, poor self-regulation and information-processing. Adding to this, Tyson & Goodman, (1996) suggest that it is these deficits in functioning coupled with the individual’s inability to regulate emotions that predispose them to engaging in protective aggression and dangerous re-enactment behaviours as a way of dealing with their exposure to trauma. The link between dysfunctional cognitions and PTSD has been widely explored by various researchers, and it has been suggested that a tight relationship exists between PTSD and antisocial behaviour in youths (Danckwerts & Leathem, 2003). However, little is yet known about the psychological mechanisms which underlie the relationship. This literature review will explore the underlying mechanisms which predict a greater vulnerability to the onset, development and maintenance of PTSD associated with young offenders. More specifically, depressive cognitions such as rumination and counterfactual thinking will be explored with reference to their link with PTSD. Defining Rumination and Counterfactual Thinking Individuals affected by PTSD often report symptoms of incessant ruminative thinking associated with a traumatic experience. The DSM-IV (American Psychiatric Association, 1994) does not however distinguish intrusive rumination and intrusive memories associated with the trauma in the development of PTSD. However, more recently various theoretical perspectives propose that the two are functionally distinct and should be regarded as separate entities (Ehlers & Clark, 2000; Joseph, Williams & Yule, 1997; Ehlers & Steil, 1997).

Criminal Justice Workplace Observation Paper

In any workplace the goal of the company is to perform all job duties so that work functions may be carried out accordingly. Jobs that are centered around the criminal justice system have an even more important task of getting things done because just like any other job, criminal justice ones have laws to uphold. This paper will discuss the Alabama Department of Human Resources (DHR) and its workplace observations. The leadership consists of three levels: upper management, middle management and lower level management. Upper management involves the judge of each case that passes through DHR. The judge is responsible for overseeing the case and making final decisions overall about the case. Middle management consists of the attorneys that are assigned to each case. Attorneys are responsible for making sure the legal aspects of the case in regards to the child are being followed. Lower management consists of the DHR workers. The DHR workers are responsible for making sure the welfare of the child is in their best interest. Culture is one of the most important factors in successfully managing a criminal justice workforce. It is extremely important for each of the above named participants to be able to understand the differing diversities that the courts may encounter. It is not uncommon for a DHR worker to have a caseload with different ethnicities and cultural differences. You can read also  Justice System Position Paper Sometimes, those cultural differences may cause an individual to speak a different language than the worker, judge, or attorney is familiar with. Language barriers can often cause problems with relaying actual problems that are going on with a case. If either of the above participants can fluently speak different languages then that helps not only the court participants, but the people that are involved in the case personally. This will cut down on the legal issues that could arise in cases. Speaking of legal issues, the law is an extremely serious matter in DHR. DHR workers have the ever daunting task of making sure they report behavior to the courts about the welfare of any child. The judges have to make sure they are upholding the law and interpreting it to the best of their ability, and attorneys are built to practice and exercise the good will of the law all according to their states’ statutes.

A Rationale for teaching the Foundation Subjects within Early Years and Primary Education

The underlying basis for the inclusion of foundation subjects within early years and primary education might not be immediately apparent, particularly for first year students studying towards qualified teacher status. This essay will, therefore, unfold the reasons for this inclusion whilst including specific reference to the enclosure of history teaching.The National Curriculum (NC), introduced in 1988 and currently undergoing revision, consists of the core subjects: English, mathematics and science; compulsory at all key stages, and the foundation subjects: art, design technology (DT), geography, history, information and communication technology (ICT), modern foreign languages (MFL), music, personal, social and health education (PSHE) and physical education (PE); most of which are compulsory at one or more of the key stages (DfE, 2013).It is also important to remember that Religious Education is included within the basic curriculum and is legally bound to be taught, however children can forego the subject at their parents request. Since 2008 the Early Years Foundation Stage (EYFS) has become integrated within all childcare providers, except mother and toddler groups, nannies and short-term crà ¨ches, and covers the welfare and development of children (BBC). This essay will not only demonstrate a rationale for the inclusion of foundation subjects in both the EYFS and NC, but also examine how history is developed into children’s learning through both stages.Boys and Spink (2008) believe the foundation subjects and RE ‘have the potential to be the most powerful, most meaningful and most relevant areas of learning for all learners’ (p. xii). Hoodless (2008) develops this further with history, stating â€Å"the most significant reason for teaching history in primary schools is that it motivates children and captures their imaginations† (p. 2). Both statements reflect on the importance of teaching history and other foundation subjects, ye t focuses on extra-curricular benefits.History can lead to many cross-curricular links and it has been suggested by Davies and Redmond (1998) that teaching history in isolation ‘would be a horrible waste of universal discipline’ (p. 39). Looking at time-lines in history can help to develop mathematical skills, whereas art can be pulled in by the associations with drawing or painting ancient artefacts. Fines (2013) also believes in the importance of history due to its cross-curricular abilities, he says â€Å"history can contribute to learning across the whole spectrum of the curriculum and does so effectively† (p.6).As a core subject, mathematics is something that, when applicable, should always be integrated into a child’s learning. However, as a foundation subject itself, art is a skill which helps to develop children’s creativity and imagination, thus making art a valuable attribute that should be included when possible. Furthermore, childrenâ₠¬â„¢s art work is often used as displays within schools; this way of celebrating work is a great way of boasting children’s confidence as well as giving them a sense of reward.This is vital for motivation, enthusiasm and inspiration which will encourage children to get involved in further learning and therefore learn more effectively (NASP, 2003). The NC is currently undergoing revision, due for implementation into schools in September 2014. Government says the review comes from the need to catch up with the world’s best education systems. Prime Minister, David Cameron says this â€Å"revolution in education† is vital for the country's economic affluence and that it should be written by experts and not restricted to ministers' â€Å"personal prejudices† (BBC, 2013).According to The Guardian (2013) changes will be welcome across the Key Stages (KS). However, it claims that for KS1, history will not differ too much from the previous NC and that ‘the m ore noticeable changes are in KS2’. Both Key Stages will see a new stress in the importance of chronological understanding. This is a result of the 2011 Ofsted report in which it states â€Å"although pupils in primary schools generally had good knowledge†¦their chronological understanding and their ability to make links across the knowledge they had gained were weaker† (p. 5).Ofsted (2011) claimed that this was due to ‘many primary teachers not having adequate subject knowledge’ (p. 4). This developed the need for the curriculum to ensure that pupils study an overview as well as in-depth topics. The old curriculum (2000) states that pupils should be taught the knowledge, skills and understanding through: a local history study; three British history studies; a European history study; a world history study (p. 106). Whereas the Programmes of Study for the revised curriculum (2013) shifts towards how history fits together and how events from one time pe riod can affect another, maintaining that  teaching should combine overview with in-depth studies to aid pupils understanding on chronology (p. 3).In Ofsted-registered settings, children from birth to 5 years old work towards the EYFS as opposed to the NC. With regards to history, much of what this age range will learn comes from the ‘Knowledge and Understanding of the World’ aspect of the Early Learning Goals. It is expected that by the end of the foundation stage, children will ‘talk about past and present events in their own lives and in the lives of family members’ (DfE, 2012, p.9) The EYFS understands that it would be unrealistic for such young children to fully comprehend the defined body of factual information that is history, however a development of finding out about changes and passage of time is not (O’Hara and O’Hara, 2001, p. 18). There are many story books that can reveal to young children a language that identifies a concept o f ‘long ago’. Stories such as ‘When Grandma Was Young’ (Humphrey, 2000), ‘Elmer and Grandpa Eldo’ (Mckee, 2001) and ‘My Granny is a Pirate’ (Mcdermid and Robins, 2012) can invoke interest with early years children and inspire them to become inquisitive about the past.It has been suggested that time means nothing to young children. However learning to ask and answer questions through story reading will enhance their concept history. Therefore continuing to do so through the Early Learning Goals will prepare children, entering at primary level, to appreciate the importance of history (Lunn and Bishop, 2004). It is important to remember to children do not stop learning history when they finish their time at primary school. Maintained secondary schools follow the NC which maintains that all children will continue to learn history by means of the KS3 History Programmes of Study (2013).Therefore it is important to prepare children for mo re challenging and precise history learning. New topics shall be introduced so it is important children have the skills to ‘identify significant events, make connections, draw contrasts, and analyse trends’ (p. 72). It is, furthermore, defined that pupils will ‘pursue historically valid enquiries including some they have framed themselves’ (p. 72). This indicates towards children becoming independent critical thinkers, a valuable quality to have in adult life, this alone is a fundamental reason for the inclusion of history in the NC (DfE, 2013).Hoodless (2008) believes that history offers a range opportunities to overcome barriers in learning, with specific reference to gender, class and ethnic and cultural backgrounds. She believes that there are many ways to teach history to make it inclusive to everyone and says that â€Å"inclusive practise involves treating each individual with respect, included them equally in whatever is taking place and responding appropriately to their different needs† (p. 140). She argues that history education can reach individuals in different ways because of the many approaches and strategies used to teach it.For example, a child who struggles to read can be given visual sources to aid their learning rather than long pieces of text, thus benefitting the child more (p. 135). Another underlying reason for teaching history is because of the opportunities it can give to children from minority ethnic and cultural backgrounds. Although sensitivity must be empathised, using cases of past civilisations to stimulate an identification of how prejudgments, such as racism, sexism or any other type of discrimination, arose can then contribute to eliminating them (p.139).Boys and Spink (2008) expands on this by proposing that the history curriculum should be ‘culturally relevant to all pupils’ (p. 71). The United Kingdom has become a diverse multicultural society over the years. Consequently, Boys a nd Spink (2008) suggest that the NC study unit ‘Britain since 1948’ provides an opportunity to explore the Commonwealth immigration (p. 71). Exploring such a topic will provide children with an understanding of different culture’s arrivals into the United Kingdom which they might otherwise not ever be educated on.As part of the Professional Standards for qualified teacher status (QTS), teachers are expected to demonstrate that they are able to plan opportunities for children to learn in out-of-school environments (DfE, 2013, p. 8). Such settings as, museums, theatres, school visits, fieldwork and employment-based locations can all be used as a means for enriching children’s learning. From birth children are trying to make sense of their multi-sensory environment, making them active learners. To limit children’s learning to the classroom would be a shameful waste of the valuable resources that are on offer to enhance their education.Out-of-school lea rning helps to develop skills including decision-making, group work and critical thinking, all of which are key attributes to have. Hoodless et al. (2003) takes this further by saying that ‘the sensory experiences help all kinds of learner to remember and learn from the locality and its inhabitants’ (p. 136). Outside learning can be restricted to the school’s boundaries or the close localities and still offer the same benefits. The school itself can be studied for design elements that can be analysed to identify the age of the building.Taking a short walk out the school grounds can provide a wealth of people, building and landscapes that children can learn from. It is important to remember, however, the risk assessments that need to be carried out in order for these events to take place. In many cases consent from the parent will need to be given in order to take children out of school. It is also essential to prepare clearly structured learning objectives in ord er to achieve greatly from out-of-school learning and make the most of the time dedicated to such pedagogy (Hoodless, 2003, p.137-140).Furthermore, with the threatened return of rickets in children recently, giving them more chances to study outside could prevent this. The Telegraph (2013) reported that the increase has come from children spending ‘too much time indoors on computers and gaming consoles’ which is why incorporating outdoor study into children’s learning will benefit them entirely. Finally, multiple reviews of the foundation subjects within the curriculum only reflect on the commitment for enriching children’s learning that government have (Boys and Spink, 2008, p.xii). Foundation subjects influence cross-curricular and out-of-school learning, making them more appealing and beneficial for children. Additionally, Johnston (2002) talks of how young children [in the EYFS] develop knowledge of how the world works by exploring the world around the m. She says â€Å"the wider their informal experiences, the broader and deeper will be their understandings† (p. 24). This suggests that the integration of foundation learning within the EYFS is the source of children’s initial understanding of the world they live in.The need to develop a sense of history learning in the EYFS has been addressed by looking at the importance of invoking interest about the past. Furthermore, Ofsted (2011) found that history was a ‘popular and successful subject, which many pupils enjoyed’ (p. 5). This statement alone could be the rationale for teaching history in primary schools. A subject that can captivate students and encourage them to learn more is an underlying reason for that subject to be taught. A Rationale for teaching the Foundation Subjects within Early Years and Primary Education The underlying basis for the inclusion of foundation subjects within early years and primary education might not be immediately apparent, particularly for first year students studying towards qualified teacher status. This essay will, therefore, unfold the reasons for this inclusion whilst including specific reference to the enclosure of history teaching.The National Curriculum (NC), introduced in 1988 and currently undergoing revision, consists of the core subjects: English, mathematics and science; compulsory at all key stages, and the foundation subjects: art, design technology (DT), geography, history, information and communication technology (ICT), modern foreign languages (MFL), music, personal, social and health education (PSHE) and physical education (PE); most of which are compulsory at one or more of the key stages (DfE, 2013).It is also important to remember that Religious Education is included within the basic curriculum and is legally bound to be taught, however children can forego the subject at their parents request. Since 2008 the Early Years Foundation Stage (EYFS) has become integrated within all childcare providers, except mother and toddler groups, nannies and short-term creches, and covers the welfare and development of children (BBC). This essay will not only demonstrate a rationale for the inclusion of foundation subjects in both the EYFS and NC, but also examine how history is developed into children’s learning through both stages.Boys and Spink (2008) believe the foundation subjects and RE ‘have the potential to be the most powerful, most meaningful and most relevant areas of learning for all learners’ (p. xii). Hoodless (2008) develops this further with history, stating â€Å"the most significant reason for teaching history in primary schools is that it motivates children and captures their imaginations† (p. 2). Both statements reflect on the importance of teaching history and other foundation subjects, yet f ocuses on extra-curricular benefits.History can lead to many cross-curricular links and it has been suggested by Davies and Redmond (1998) that teaching history in isolation ‘would be a horrible waste of universal discipline’ (p. 39). Looking at time-lines in history can help to develop mathematical skills, whereas art can be pulled in by the associations with drawing or painting ancient artefacts. Fines (2013) also believes in the importance of history due to its cross-curricular abilities, he says â€Å"history can contribute to learning across the whole spectrum of the curriculum and does so effectively† (p.6).As a core subject, mathematics is something that, when applicable, should always be integrated into a child’s learning. However, as a foundation subject itself, art is a skill which helps to develop children’s creativity and imagination, thus making art a valuable attribute that should be included when possible. Furthermore, childrenâ€℠¢s art work is often used as displays within schools; this way of celebrating work is a great way of boasting children’s confidence as well as giving them a sense of reward.This is vital for motivation, enthusiasm and inspiration which will encourage children to get involved in further learning and therefore learn more effectively (NASP, 2003). The NC is currently undergoing revision, due for implementation into schools in September 2014. Government says the review comes from the need to catch up with the world’s best education systems. Prime Minister, David Cameron says this â€Å"revolution in education† is vital for the country's economic affluence and that it should be written by experts and not restricted to ministers' â€Å"personal prejudices† (BBC, 2013).According to The Guardian (2013) changes will be welcome across the Key Stages (KS). However, it claims that for KS1, history will not differ too much from the previous NC and that ‘the more noticeable changes are in KS2’. Both Key Stages will see a new stress in the importance of chronological understanding. This is a result of the 2011 Ofsted report in which it states â€Å"although pupils in primary schools generally had good knowledge†¦their chronological understanding and their ability to make links across the knowledge they had gained were weaker† (p. 5).Ofsted (2011) claimed that this was due to ‘many primary teachers not having adequate subject knowledge’ (p. 4). This developed the need for the curriculum to ensure that pupils study an overview as well as in-depth topics. The old curriculum (2000) states that pupils should be taught the knowledge, skills and understanding through: a local history study; three British history studies; a European history study; a world history study (p. 106).Whereas the Programmes of Study for the revised curriculum (2013) shifts towards how history fits together and how events from one time period can affect another, maintaining that  teaching should combine overview with in-depth studies to aid pupils understanding on chronology (p. 3). In Ofsted-registered settings, children from birth to 5 years old work towards the EYFS as opposed to the NC. With regards to history, much of what this age range will learn comes from the ‘Knowledge and Understanding of the World’ aspect of the Early Learning Goals. It is expected that by the end of the foundation stage, children will ‘talk about past and present events in their own lives and in the lives of family members’ (DfE, 2012, p.  9)The EYFS understands that it would be unrealistic for such young children to fully comprehend the defined body of factual information that is history, however a development of finding out about changes and passage of time is not (O’Hara and O’Hara, 2001, p. 18). There are many story books that can reveal to young children a language that identifies a concept o f ‘long ago’. Stories such as ‘When Grandma Was Young’ (Humphrey, 2000), ‘Elmer and Grandpa Eldo’ (Mckee, 2001) and ‘My Granny is a Pirate’ (Mcdermid and Robins, 2012) can invoke interest with early years children and inspire them to become inquisitive about the past.It has been suggested that time means nothing to young children. However learning to ask and answer questions through story reading will enhance their concept history. Therefore continuing to do so through the Early Learning Goals will prepare children, entering at primary level, to appreciate the importance of history (Lunn and Bishop, 2004). It is important to remember to children do not stop learning history when they finish their time at primary school. Maintained secondary schools follow the NC which maintains that all children will continue to learn history by means of the KS3 History Programmes of Study (2013).Therefore it is important to prepare children for mo re challenging and precise history learning. New topics shall be introduced so it is important children have the skills to ‘identify significant events, make connections, draw contrasts, and analyse trends’ (p. 72). It is, furthermore, defined that pupils will ‘pursue historically valid enquiries including some they have framed themselves’ (p. 72). This indicates towards children becoming independent critical thinkers, a valuable quality to have in adult life, this alone is a fundamental reason for the inclusion of history in the NC (DfE, 2013).Hoodless (2008) believes that history offers a range opportunities to overcome barriers in learning, with specific reference to gender, class and ethnic and cultural backgrounds. She believes that there are many ways to teach history to make it inclusive to everyone and says that â€Å"inclusive practise involves treating each individual with respect, included them equally in whatever is taking place and responding appropriately to their different needs† (p. 140). She argues that history education can reach individuals in different ways because of the many approaches and strategies used to teach it.For example, a child who struggles to read can be given visual sources to aid their learning rather than long pieces of text, thus benefitting the child more (p. 135). Another underlying reason for teaching history is because of the opportunities it can give to children from minority ethnic and cultural backgrounds. Although sensitivity must be empathised, using cases of past civilisations to stimulate an identification of how prejudgments, such as racism, sexism or any other type of discrimination, arose can then contribute to eliminating them (p.  139).Boys and Spink (2008) expands on this by proposing that the history curriculum should be ‘culturally relevant to all pupils’ (p. 71). The United Kingdom has become a diverse multicultural society over the years. Consequently, Bo ys and Spink (2008) suggest that the NC study unit ‘Britain since 1948’ provides an opportunity to explore the Commonwealth immigration (p. 71). Exploring such a topic will provide children with an understanding of different culture’s arrivals into the United Kingdom which they might otherwise not ever be educated on.As part of the Professional Standards for qualified teacher status (QTS), teachers are expected to demonstrate that they are able to plan opportunities for children to learn in out-of-school environments (DfE, 2013, p. 8). Such settings as, museums, theatres, school visits, fieldwork and employment-based locations can all be used as a means for enriching children’s learning. From birth children are trying to make sense of their multi-sensory environment, making them active learners. To limit children’s learning to the classroom would be a shameful waste of the valuable resources that are on offer to enhance their education.Out-of-school learning helps to develop skills including decision-making, group work and critical thinking, all of which are key attributes to have. Hoodless et al. (2003) takes this further by saying that ‘the sensory experiences help all kinds of learner to remember and learn from the locality and its inhabitants’ (p. 136). Outside learning can be restricted to the school’s boundaries or the close localities and still offer the same benefits. The school itself can be studied for design elements that can be analysed to identify the age of the building.Taking a short walk out the school grounds can provide a wealth of people, building and landscapes that children can learn from. It is important to remember, however, the risk assessments that need to be carried out in order for these events to take place. In many cases consent from the parent will need to be given in order to take children out of school. It is also essential to prepare clearly structured learning objectives in order to achieve greatly from out-of-school learning and make the most of the time dedicated to such pedagogy (Hoodless, 2003, p.  137-140).Furthermore, with the threatened return of rickets in children recently, giving them more chances to study outside could prevent this. The Telegraph (2013) reported that the increase has come from children spending ‘too much time indoors on computers and gaming consoles’ which is why incorporating outdoor study into children’s learning will benefit them entirely. Finally, multiple reviews of the foundation subjects within the curriculum only reflect on the commitment for enriching children’s learning that government have (Boys and Spink, 2008, p.  xii).Foundation subjects influence cross-curricular and out-of-school learning, making them more appealing and beneficial for children. Additionally, Johnston (2002) talks of how young children [in the EYFS] develop knowledge of how the world works by exploring the world around them. She says â€Å"the wider their informal experiences, the broader and deeper will be their understandings† (p. 24). This suggests that the integration of foundation learning within the EYFS is the source of children’s initial understanding of the world they live in.The need to develop a sense of history learning in the EYFS has been addressed by looking at the importance of invoking interest about the past. Furthermore, Ofsted (2011) found that history was a ‘popular and successful subject, which many pupils enjoyed’ (p. 5). This statement alone could be the rationale for teaching history in primary schools. A subject that can captivate students and encourage them to learn more is an underlying reason for that subject to be taught.