Persuasive Essay About School Uniforms - 814 Words

[Create a Unique Title Here] Many schools have a love-hate relationship with school uniforms: the school loves them, but the students hate them. While many students believe school uniforms are an arbitrary concept, dress codes are actually very beneficial to them, the staff, and the school as a whole. Ever since school uniforms began their reign on public schools instead of private and religious institutes, students have been convinced that school uniforms are meant to stifle their individuality and keep them â€Å"in check†. However, that is not the case. School uniforms have a greater, more nobler purpose to serve. Enforcing a school uniform policy is more affordable to the families paying for the clothes, less stressful and distracting to†¦show more content†¦A school uniform can not only save money, but it can also save a lot of time and stress. Kaylen Tucker, who works with the NAESP, concludes that about an overall average of ninety-three percent of parents hav e benefitted from school uniforms since they are easier to shop for, eliminates wardrobe battles, and saves a substantial amount of time in the morning (Tucker). Having a regulated dress code helps both the parent and the student start off the day smoothly without having to dig through the closet trying to decide what to wear. Others may argue that school uniforms strip the student of their personal identity, something they usually express benignly through their clothes, but a survey conducted through the University of Nevada, Reno shows that fifty-four percent of the students still felt like their identity was still intact, uniform or not (Wharton). School uniforms also affect the classroom, and they have been proven to help minimize distractions within a learning environment. Eighty-one percent of teachers and thirty-four percent of parents agree that a school uniform policy has contributed to the prevention of disruptions during class (StatisticBrain). Having a dress code helps e veryone focus on what should really matter at school: learning. The safety of the students and staff is always the top priority of the school board, and school uniforms help ensure theirShow MoreRelatedPersuasive Essay About School Uniforms993 Words   |  4 Pagesthought of school uniforms seems like an old-fashioned thing for many of us. Unless a student goes to a private school, it is usually not a topic brought within families. Yet throughout different countries, having school uniforms is normal. Students in schools that are required to have school uniforms usually do well academically and seem content in wearing the same outfit every day for school. In recent times, debates have grown stronger with in schools and parents over whether or not school uniformsRead MorePersuasive Essay Topics1228 Words   |  5 Pages101 Persuasive Essay Topics By: Mr. Morton Whether you are a student in need of a persuasive essay topic, or a teacher looking to assign a persuasive essay, this list of 101 persuasive essay topics should be a great resource. I taxed my brain to create this huge list of persuasive essay topics relevant to todays society, but I believe I am happy with the results. I appreciate any and all comments or feedback. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24Read MoreSchool Uniform Persuasive Essay by Javairia Haq764 Words   |  4 PagesSchool Uniform Persuasive Essay At a school, a child wearing a stained ragged-patched up sweat shirt and old tired pants full of disgusting mud stains, she goes to her locker quietly, suddenly after getting out her books, five older students surround her. The oblivious teachers and distracted staff don’t even bother noticing older pupils ridiculing the young girl’s outfit, teasing and tormenting the juvenile girl about her revolting clothes till she criesRead MoreMy Writing : A High School Student994 Words   |  4 PagesAs a high school student, all my writing projects, or essays seemed meaningless. Always following the five-paragraph format, as well as the cheesy â€Å"hook† sentence that I was never good at. Throughout my four years of high school, I never felt my writing was getting any better. Fortunately, in just my first three weeks of college, I feel I have grown more than ever. Receiving more help with my writing, and more feedback than ever before, I’ve grown more confident i n my essays, and expressed my appreciationRead MoreShould School Uniforms Be Mandatory?1561 Words   |  7 Pages Casondra Garrison Whetstine Eng. 207 Persuasive Essay 11/02/2015 Students in Secondary Schools should be Required to Wear Uniforms No matter what you dress students in, they will always find a way to pass judgement upon their peers, but it how to get children to realize it’s whats on the inside that matters not the outside. Yes, I believe it starts with the parents, but also it’s schools that need to teach the children as well. It s not based upon the style of clothes worn there are many otherRead MoreMy Experience as a Writer1758 Words   |  8 Pagesthe time I reached Elementary school, we learned about the sentence structure and we began making more complex sentences. We also started writing paragraphs and short essays. When I reached Middle school, we began writing longer essays and we learned how to write in more detail. We started learning more advanced vocabulary and different styles of writing. We learned mostly about fiction, non-fiction, and persuasive essays. In my freshman and sophomore year in high school, we discussed the other typesRead MoreAnalysis Of Jean Anyons Social Class And The Hidden Curriculum Of Work1369 Words   |  6 Pagesactivity are fostered. In social activist and American professor Jean Anyon’s essay â€Å"Social Class and the Hidden Curriculum of Work†, the relation to social class and the established cycle of education systems is the main topic that Anyon aims to dissect and argue. Through extensive observation research, Anyon studies the behavior and curriculum taught at working-class, middle-class, affluent professional, and executive elite schools and analyses the comparison between each social class based education toRead MoreEqualization of Local, County, and State Funding Systems1339 Words   |  6 PagesPersuasive Essay: Equalization of Local, County, and State Funding Systems Siria Rivera Grand Canyon University: EDA 535 August 15, 2014 * * Students today face many challenges that we did not encounter in our adolescence. One of the biggest challenges they face is the need for them to evolve into capable civic members in a ever changing and far more complex world than the one we grew up in. Their futures and that of our communities depend on their education. Cutting things like smallerRead MoreThe Famous Last Thoughts Of My Dying Hope For Success1492 Words   |  6 Pagesâ€Å"And remember class, your essays are due tomorrow,† the famous last thoughts of my dying hope for success. Ever since writing mo longer became about how well you understood and developed ideas, my progression towards a well published essay slowly rolled down the hill to failure. This could be caused by my lack of discipline, drive to perfection, or my sheer ability to misspell words like misguided, random, and unorganized (which, ironically, are all words that could be used to describe my writingRead MoreTeenagers Are Irresponsible, Em otional, Narcissistic And Ungrateful1370 Words   |  6 Pagesresponsibilities that teenagers of the western world just wouldn’t be able to handle. Therefore, teenagers, given the opportunity and just the right circumstances, can make a difference, they can be given large responsibilities and hold to them. It’s all about upbringing and the situation at hand. Raised in part by a wildly conservative stepmother in a time when women having an education in and of itself was taboo, Mary Shelley is a prime example of a young adult that overcame challenges to do something

Todays Social And Economic Inequality Is A Matter People

Todays social and economic inequality is a matter people are faced with in their daily lives. Many Americans are currently unable to reach their full potential due to the lack of financial stability in the work force, and are incapable of providing stable income for their dependents. Krugman, like many Americans, believes that change is the only way to help close the ever-growing gap between upper class Americans and those who are middle class or below poverty level. In Krugman’s essay â€Å"Confronting Inequality† he addresses the need for change, and has several concepts for how to bring about equality. I agree with several of Krugman’s key ideas in his essay such as; higher taxes on the rich, raising the minimum wage, and unions.†¦show more content†¦On the contrary, most now wealthy Americans are living off of money that was given to them from their parents and grandparents. The argument that the upper class citizens are not paying enough in taxes , although a matter of opinion, should be reconsidered when looking at how much the rich avoid paying in taxes when using loopholes. Although it may seem as if they pay a lot in taxes, they are avoiding a large portion of what they would have to pay normally with the use of the loopholes. Another key idea of Krugman’s to solving inequality is to raise the minimum wage. I agree with Krugman that the minimum wage should be increased, but it should not go up to the extent that it would cause extreme job losses. If the minimum wage was raised two or three dollars without the loss of jobs, many middle class Americans could possibly live a more comfortable lifestyle. The minimum wage should be the minimum amount of money needed to live off of. So many middle class Americans, and Americans below poverty level struggle to live off of a minimum wage salary now. Krugman mentions in his essay,† the minimum wage, however, matters mainly to low-paid workers† (575). Raising min imum wage even a little would aid some people in paying for their necessities. Some people are forced to stay in minimum wage jobs for either their entire lives or the majority of their lives because they cannot move up in that field or do not have a degree. A large number of Americans workingShow MoreRelatedPoverty And The American Dream933 Words   |  4 Pageskids born in poverty will not get out. Today, more Americans are falling below the poverty line and are struggling trying to find a way to get out. The Inequality gap in America has increased for the past few decades. Resulting from Economic Inequality in America, 400 Americans share more than 50% of America’s total wealth. These 400 Americans are the Top 1%. While the Top 1% are living luxurious lives, the Bottom 99% is struggling to make ends meet. 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However before I introspectively reflect on social inequality, there is one theory that suggests where today’s society is heading for me. Karl Marx is known as a prominent economic and political influence that livedRead MoreInequality Of The American Dream1368 Words   |  6 PagesInequality Do you think the American dream is still a concept today? If so, is it still possible to achieve this American dream? The American dream can be described as the success of life, and the goals achieved. Sometimes, these dreams can not be achieved due to obstacles. In this case, obstacles such as inequality. Many may view America has the land of opportunity and the greatest nation ever due to our vast diversity and freedom, but is this thought to be true in America itself? There has beenRead MoreSocial Class As A Society Based On Social And Economic Status992 Words   |  4 Pagesessay will explore the notion of social class and whether it is still relevant within today’s society. The Oxford Dictionary defines social class as ‘a division of a society based on social and economic status’ and is measurable in terms of stratification and inequality. Stratification suggests people are ranked hierarchically according to their attributes such as income, wealth, power, age, gender and status, whereas, inequality explains the difference between people in terms of their abilities andRead MoreWealth Inequality in the US with Sociological Viewpoints Essay1102 Words   |  5 PagesWhat is wealth inequality? â€Å"It is the difference between individuals or populations in the distribution of assets, wealth or income.† [1] In sociology, the term is social stratification and refers to â€Å"a system of structured social inequality† [2] where the inequality might be in power, resources, social standing/class or perceived worth. 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While there is no agreement of a full blown communist or socialist revolution, a la Karl Marx, there is agreement that there should be slight changes towards this idea of equality. According to the Internet Encyclopedia of Philosophy, a social contract (theory) â€Å"is the view that persons moral and/or political obligations are dependent upon a contract or agreement among them to form the societyRead MoreOrder in Society1253 Words   |  6 Pagesis slowly reversing. As social conversation in the United States moves away from racial issues and towards economic disparity, police brutality will become less of a factor of race and more depend ent on the apparent economic status of citizens. As the big social issue of the mid-to-late 19th century can be said to have been racism, it is clear that economic disparity and financial problems have come to dominate voters’ minds today. 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Bank-based Financial Intermediation for Financial Inclusion and Inclusive Free Essays

string(94) " finance facilitates economic activity but besides societal facets like poorness, hunger etc\." Abstraction Fiscal Inclusion for inclusive growing is a subject of modern-day significance and relevancy. This survey besides set uping the growing heightening function of bank-based fiscal intermediation through empirical grounds has besides found that entree to finance by the hapless is a requirement for poorness decrease in order to accomplish inclusive growing and sustainable economic development. The survey has evaluated utilizing appropriate statistical techniques the impact of fiscal inclusion attempts on the inclusive growing in the instance of a developing economic system like India by sing the most dependable informations for the period from 1975 to 2007. We will write a custom essay sample on Bank-based Financial Intermediation for Financial Inclusion and Inclusive or any similar topic only for you Order Now The theoretical and empirical analysis leads us to reason that bank led fiscal inclusion has unequivocal advantages for inclusive growing in developing economic systems. Keywords: Government Policy and Regulation, Economic Development and Fiscal Markets ; Financial Inclusion ; Institutions and Growth JEL Classification: G20 ; G21 ; G28 ; O16 ; O43 ; O53 Research Article: dated 22nd September 2010. *Dr. Vighneswara Swamy, Faculty Member, IBS-Hyderabad, INDIA, www.ibshyderabad.org Electronic mail: vighneswar @ ibsindia.org, Telephone: +91-09705096919 Bank-based Financial Intermediation for Financial Inclusion and Inclusive Growth I. Introduction Amartya Sen ( 2000 ) argued convincingly that poorness is non simply deficient income, instead the absence of wide-ranging capablenesss, including security and ability to lend in economic and political systems. Franklin Roosevelt, the popular president of United States of America in 1932, mentioned the American hapless as the disregarded adult male at the underside of the economic pyramid. The term `bottom of the pyramid ‘ today is referred to the planetary hapless most of whom survive in the development states. These big Numberss of hapless are required to be provided with much needed fiscal aid in order to sail them out of their conditions of poorness. Joseph.E.Stilglitz opines that, if economic growing is non shared throughout society so development has failed. Consequently, there is felt a demand for policy support in imparting the fiscal resources towards the economic upliftment of resource hapless in any developing economic system. This survey is an effort to grok and sep arate the significance of Financial Inclusion in the context of a underdeveloped state like India wherein a big population is deprived of the fiscal services which are really much necessity for overall economic growing of a state. Our apprehensions and analysis on the subject are presented here below in the undermentioned subdivisions. In Section-II, the importance of `finance ‘ for economic growing has been established with equal literature reappraisal. In subdivision III, inclusive growing and its significance for accomplishing sustainable growing is discussed. Section-IV brings to fore the fiscal inclusion and its dimensions in item. In Section-V, the importance of fiscal inclusion for accomplishing inclusive growing in India is detailed with a statistical analysis. Last, findings and decision is presented in Section-VI. II. FINANCE AND GROWTH The earlier theories of development concentrated on labor, capital, establishments etc. as the factors for growing and development. The taking plants barely included finance as a factor for growing. Since so there has been ample research analysing how fiscal systems aid in developing the economic systems. A wide understanding exists among economic experts that fiscal development prompts economic growing. Financial system development so has a say to economic growing ( Rajan and Zingales ( 2003 ) . Time and once more empirical grounds has emphasized the relationship between finance and growing. Harmonizing to the plants of King and Levine ( 1993a ) and Levine and Zervos ( 1998 ) , at the cross-country degree, grounds suggests that steps of fiscal development are smartly and confidently related to economic growing. Other surveies besides set up affirmatory association between fiscal development and growing. It is so incontrovertible that considerable portion of the differences in long run economic growing across states can be elucidated by disparity in their fiscal development ( Rajan and Zingales, 1998 ) . Beck, Demirguc-Kunt and Levine ( 2006 ) usage Rajan and Zingales ( 1998 ) attack, which provides auxiliary grounds that fiscal development progressively props up the growing of smaller houses which constitute mostly the precedence sector loaning in the instance of Indian Financial sector. Recent study grounds suggests that entree to finance has a direct link with that of invention. Cross-country findings grounds that finance promotes growing through addition in productiveness ( Ayyagari, M. , Demirguc-Kunt, A. and Maksimovic, V, 2007 ) . Further, it has besides been revealed that fiscal development plays a important function in chairing the impact of external dazes on the domestic economic s ystem ( Beck, T. , Lundberg, M. and Majnoni, G, 2006 ) . Besides argument refering the function of finance in economic development, economic experts have besides debated the comparative importance of bank-based and market-based fiscal systems for a long clip ( Demirguc-Kunt and Levine, 2001 ) . Joseph Schumpeter argued that Bankss assume a important function in economic development. Harmonizing to this position, the banking sector causes transmutation in the way of economic advancement by comforting the allotment of nest eggs and of class non needfully by changing the salvaging rate. Largely, the Schumpeterian position of finance and development high spots the impact of Bankss on productiveness growing ( Schumpeter, Joseph A, 1934 ) . Banking sector can exert a positive influence on the overall economic system, and hence is of wide macroeconomic importance ( Jaffe and Levonian, 2001, Rajan and Zingales, 1998 ) . It is established that better developed Bankss and markets are closely associated with faster growing ( Christopoulos and Tsionas , 2004 ) . Improved operation of Bankss can be able to hike resource allotment and rush growing ( Levine, R. and S. Zervous 1998 ) . Correspondingly, by helping hazard direction, bettering the liquidness of assets available to rescuers, and by take downing trading costs ; Bankss can inspire investing in possible economic activities ( Greenwood and Smith 1997 ) . Banks do exert important and causal impact on productiveness and growing, which contributes to overall GDP growing. It is besides ascertained by some research workers that the size of the banking sector can be safely considered a good forecaster for future growing, particularly when concentrating on long term undertakings ( Andrea Vaona, 2005 ) . The research so far has non merely looked at how finance facilitates economic activity but besides societal facets like poorness, hunger etc. You read "Bank-based Financial Intermediation for Financial Inclusion and Inclusive" in category "Essay examples" The consensus is that finan ce promotes economic growing but the magnitude of impact differs. III. INCLUSIVE GROWTH Development economic experts and provinces have frequently been for a long clip interested in the relationship between fiscal development and economic growing particularly in the period which is known as the epoch of the Washington Consensus. A turning GDP is an grounds of a society acquiring its corporate act together for advancement. As its economic system grows, a society becomes more strongly organised, more compactly interwoven. Growth is good, Sustained high growing is better and Sustained high growing with inclusiveness is best of all. Inclusive growing in the economic system can merely be achieved when all the weaker subdivisions of the society including agribusiness and little graduated table industries are nurtured and brought on par with other subdivisions of the society in footings of economic development. The major development challenge is to do the growing inclusive. Policies for inclusive growing are critical constituents of bulk of authorities schemes for sustainable growing. Inclusiveness is an indispensable ingredient of any successful growing scheme ( Commission on Growth and Development, 2008 ) . Three pillars of inclusive growing are ; ( I ) Maximise economic chances ( two ) Ensure economic wellbeing and ( three ) Ensure equal chances to economic chances ( Ifzal Ali, 2007 ) . An inclusive growing scheme encompasses the cardinal elements of an effectual poorness decrease scheme and, more significantly, expands the development docket. Developing inclusive fiscal systems which are financially and socially sustainable, as a poorness decrease scheme, should be given precedence ( Amit K Bhandari, 2009 ) . Beck, Demirguc-Kunt and Levine ( 2007 ) have noticed a positive consequence of finance on poorness decrease. Economies with higher degrees of fiscal development experience faster d ecrease of poorness. This has been explained by an extended organic structure of literature including White and Anderson ( 2001 ) and Bourguignon ( 2003 ) . In an frequently cited cross-country survey, Kraay ( 2004 ) proves that growing in mean incomes explains 70 per centum of the fluctuation in poorness decrease ( as measured by the head count ratio ) in the short tally, and every bit much as 97 per centum in the long tally. Lopez and Serven ( 2004 ) suggest that for a given inequality strength, the poorer the state is, the more critical is the growing constituent in explicating poorness decrease. Therefore, just growing is so an jussive mood for inclusive growing. IV. FINANCIAL INCLUSION Importance of fiscal inclusion arises from the job of fiscal exclusion of about 3 billion people from the formal fiscal services across the universe. The reappraisal of literature apprises that the most functional definitions are context-specific and originate from country-specific jobs of fiscal exclusion and related socio-economic conditions. Therefore, over a period, assorted definitions of fiscal inclusion/exclusion have developed. However, there is no universally accepted definition on fiscal inclusion. Financial inclusion has normally been chiseled in footings of fiscal exclusion as mensurating it is perceived to be hard. Fiscal exclusion is a complex construct and the issues needed to be pondered include ; differentiation between and entree and use, grade of exclusion and whether single or household that is excluded is. Harmonizing to World Bank ( 2005 ) fiscal exclusion includes four key countries ; Transaction banking, Savings, Credit and Insurance. Broadly, fiscal exclusion can be loosely defined as the inability to entree basic fiscal services owing to complications attach toing with entree, conditions, monetary values, selling or self-exclusion in response to unfavorable experiences or perceptual experiences of persons / entities. The subdivisions that are by and large excluded are ; fringy husbandmans, landless laborers, Unorganized sector, urban slum inhabitants, migrators, cultural minorities, adult females, eastern A ; cardinal parts of India largely. Some of the grounds for exclusion are: Lack of consciousness, low income, societal exclusion, illiteracy. Sparse population in distant A ; hilly countries with hapless substructure A ; deficiency of physical entree. Easy handiness of informal recognition. Documenting processs necessitating cogent evidence of individuality and reference, high charges and punishments, generic merchandises that are presently in the market do non fulfill the demands of the subdivisions that are excluded financially. There is no individual over-riding factor that could explicate fiscal exclusion. It includes a assortment of factors stated above and likely many more. Supply side barriers pose bigger hindrances in the procedure of fiscal inclusion. Some of the important causes of relatively low enlargement of institutional recognition in the rural countries can be risk perceptual experience, high dealing costs, deficiency of substructure, and hard terrains and low denseness of population. Another noticeable factor being the perceptual experience among bankers that big figure of rural population is un-bankable as their capacity to salvage is limited, little loan demands, miniscule border in managing little minutess. Besides, non-availability of Know Your Customer ( KYC ) demands ( documental cogent evidence of individuality and reference ) can be one amongst the barriers in holding a bank history peculiarly for migrators and slum inhabitants ) . Further, unsuitableness of merchandises and services that are offered to the rural people are non tailor- made. For illustration, most of their recognition demands are in signifier of little ball amounts and Bankss are loath to give little sums of loan at frequent intervals. Consequently, they resort to borrowing money from usurers at extortionate rates. Poor market linkage or state incursion of service suppliers besides constitutes the major factors of fiscal exclusion. And besides one more unreasoned perceptual experience amo ng the bankers is that the rural countries have hapless refund record. Global literature explains fiscal exclusion besides in the context of a larger issue of societal exclusion of weaker subdivisions of the society. While Leyshon and Thrift ( 1995 ) explain fiscal exclusion as such procedures those assistance to forestall some societal groups and persons from acquiring entree to the formal fiscal system, Carbo et Al. ( 2005 ) and Conroy ( 2005 ) opine that it is a province of inability of some hapless and deprived societal groups to entree the fiscal system. Mohan ( 2006 ) grounds that fiscal exclusion implies the deficiency of entree by some sections of the society to suitable, low-cost, just and unafraid fiscal merchandises and services from mainstream suppliers. Resulting the logical thinking made above, it can be an indicant that fiscal exclusion occurs largely to people who are the deprived subdivisions of the society. On the demand side, individuals are dissuaded from accessing and utilising dealing banking services for a scope of psychological and cultural grounds. Aged people in rural countries who are portion of a ‘cash merely ‘ coevals, migrators and low income people perceive banking as merely being appropriate for people who are better off than they are and fear losing control of their money if they cease to cover merely in hard currency. One more issue of involvement is whether low degree of fiscal inclusion is associated with high income inequality ( Kempson et al. , 2004 ) . Beck et Al. ( 2007 ) have examined fiscal sector outreach and its factors by using transverse state informations. Even, in the developed economic systems excessively, surveies have revealed that the exclusion from the fiscal system occurs to low-income groups, the cultural minorities, immigrants and others ( Barr, 2004 ; Kempson and Whyley, 1998 ; Connoly and Hajaj, 2001 ) . Surveies by Leyshon and Thrift, ( 1995 ) and Kempson and Whyley ( 2001 ) highlight that the geographical factor that people populating in rural countries and in locations that are distant from fiscal Centres are more likely to be financially excluded. As such, states with low degrees of income inequality tend to hold comparatively high degree of fiscal inclusion ( Buckland et al, 2005 ; Kempson and Whyley, 1998 ) . In other words, the degrees of fiscal inclusion necessarily lift in response to both prosperity and worsening inequalities. Another factor that can be related with fiscal exclusion is employment ( Goodwin et al. , 2000 ) . Recent grounds besides suggests that the continued payment of societal security benefits and the State pension in hard currency is significantly related to fiscal exclusion ( Kempson and Whyley, 1999 ) . Informal sector histories for a significant portion of employment in several less developed states ( ILO, 2002 ) which does non ease the procedure of fiscal inclusion. Formal employment besides entails inclusion and therefore the proportion of formal sector employment would be an critical index of the grade of fiscal inclusion. In the Indian context, Committee on Financial Inclusion in India ( Rangarajan Committee, 2008 ) defines it as the procedure of guaranting entree to fiscal services and timely and equal recognition where needed by vulnerable groups such as weaker subdivisions and low income groups at an low-cost cost. † The fiscal services include the full gamut – nest eggs, loans, insurance, recognition, payments etc. The fiscal system has to supply its map of reassigning resources from excess to shortage units but both shortage and excess units are those with low incomes, hapless background etc. By supplying these services, the purpose is to assist them come out of poorness. Measurement of Financial Inclusion is non universally the same. Different states adopt different indexs to mensurate fiscal inclusion. Definitional facets of fiscal inclusion / exclusion and their indexs as recommended by United Nations, World Bank, Committee on Financial Inclusion in India ( Chairman: C. Rangarajan ) , Asian Development Bank [ ADB ] and Treasury Committee, House of Commons, UK are presented in Table-1. In the developed states, the formal fiscal sector serves most of the population, whereas a big section of the society, in developing states, chiefly the low-income group, has modest entree to fiscal services, either officially or informally. Harmonizing to Peachy and Roe ( 2004 ) developed states have experienced good degrees of inclusion. However, it is reported that ( ADB, 2007 ) , in the development states, formal fiscal sectors serve comparatively a little section, frequently non over 20-30 per cent of the population. Recent information ( Table-2 ) illustrate that states with big proportion of fiscal exclusion besides show higher poorness ratios and higher degrees of inequality. Table-3 nowadayss the fiscal inclusion enterprises in different states. Further, the extent of fiscal inclusion in some choice states is illustrated in Table-4. V. FINANCIAL INCLUSION AND INCLUSIVE GROWTH IN INDIA The importance of this survey lies in the fact that India being a socialist, democratic democracy, it is imperative on the policies of the authorities to guarantee just growing of all subdivisions of the economic system. With merely 34 % of population engaged in formal banking, India has, 135 million financially excluded families, the 2nd highest figure after China. Further, the existent rate of fiscal inclusion in India is besides really low and about 40 % of the bank history holders use their histories non even one time a month. It is universally opined that the resource hapless need fiscal aid at sensible costs and that excessively with uninterrupted gait. However, the economic liberalisation policies have tempted the fiscal establishments to look for more and more greener grazing lands of concern disregarding the weaker subdivisions of the society. It is indispensable for any economic system to take at inclusive growing affecting each and every citizen in the economic development patterned advance. It is in this context that a survey has to be made to understand the importance of precedence sector loaning in guaranting the inclusive growing in the Indian context. Choice macro-economic and fiscal indexs of Indian economic system are presented here below in Table-5. Based on the well accepted attacks for rating of the coverage of fiscal inclusion and to measure its impact on inclusive growing the survey enterprises to analyze the followers: Spatial Distribution of Banking Services Regional Distribution of Banking Services Impact of Financial Inclusion on Inclusive Growth 1. Spatial Distribution of banking Servicess In order to analyze the spacial distribution of banking services in the state, the available informations for the periods 1991 and 2005 has been verified. Further, bank offices in the state have been classified into Rural and Urban countries. This has been considered in order to acquire a clear apprehension about how the spread of formal banking services has been affected in different parts of the state. In the instance of recognition histories, the status has deteriorated for rural families while showing considerable betterment in the urban countries ( Table-6 ) , confirming the really significant addition in retail recognition. 2. Regional Distribution of Banking Services An attempt has been made to analyze the extent of fiscal inclusion in different parts of the state such as Northern, North-Eastern, Eastern, Central, Western and Southern parts apart from All India degree. A purposeful analysis is made by comparing the information for the period from 1991 to 2005. Further, this information has been farther split into rural and urban countries in the state in order to acquire an exact position about the distribution services in these countries. Further, the analysis is made in footings of population coverage per bank office, Number of Savings histories per population of one hundred and Number of Credit ( loan ) accounts per population of one 100. In footings of fiscal widening, the range for betterment remains. Table-7 illustrates the degree of fiscal inclusion in India with part wise statistics. It is discernable that Southern and Northern parts have population coverage below the national norms. All the other parts in the state have coverage good abo ve the national norm naming for pressing betterment in the population coverage of the population. Again in footings of rural and urban countries at that place has been a distinguishable advancement in the coverage of the population by the bank subdivision offices. Table-7 provides farther lucidity by supplying a break-up of the sedimentation histories. Both the sedimentation and recognition histories are lower in rural families than urban families. Hence despite the rural-push, the rural population has non come frontward and avail even basic banking services 3. Impact of Financial Inclusion on Inclusive Growth – An Empirical Analysis In order to affect a comprehensive step of fiscal inclusion in the Indian context, we consider Priority Sector Lending as a important step of fiscal inclusion and its deepening. We are of the sentiment that, mere gap of bank history would non be a true index of fiscal inclusion, but availment of fiscal services, more significantly ; the much needed recognition for the excluded subdivisions of the society would decidedly picture the step of fiscal inclusion. Further, this step would run into the demands of the definition for measuring of Financial Inclusion provided by United Nations, wherein it is said that the index should mensurate the â€Å" Access to recognition, insurance, nest eggs and payment services † . Priority Sector Lending as an index in our survey addresses all the above facets. In position of this an effort has been made to set up the relationship of precedence sector loaning ( as a step of fiscal inclusion ) with the indexs of inclusive growing such as rural po orness. Rural poorness is considered to portray inclusive growing as more than 70 per centum of India lives in rural countries. The needed informations for the analysis is obtained mostly from the most dependable and official beginnings such as Reserve Bank of India web site, NABARD web site, India Development Report 2008 and other related beginnings. Economic reforms in Indian economic system were initiated in the twelvemonth 1991-92. As such, to cover equal figure of old ages of precedence sector loaning and inclusive growing during pre and post-Liberalisation period, informations for the period from 1974-75 to 2007-08 has been analysed for understanding the tendencies. For the intent of analysis the most popular statistical step Multiple Regression ( OLS ) Analysis is used ( Andrea Vaona, 2005, Andrea Vaona and Roberto Patuelli, 2008 have besides used the same sort of analysis for similar surveies ) . The aim of this subdivision of the paper is to place the determiners of Inclusive Growth which can be captured in Rural Poverty ( RU_POV ) ( measured in per centum against that of the entire population in rural countries and these figures are provided by the Census of India informations ) in India and determine the impact of Priority Sector Lending ( PSL ) on rural poorness in India. Priority Sector Lending in the Indian context refers to the bank recognition under the directed loaning towards the private houses and persons which is an of import parametric quantity that determines the step of development that can significantly lend to inclusive growing ( Andrea Vaona, 2005 ) . Domestic Savings ( SAV ) ( measured in Rupees in Crores ) is included as a determiner in order to account for the statement that savings propels economic activity in the system at big and helps in inclusive growing procedure ( Beck, Levine and Loayza 2000 ) . Rural Employment is one of the important steps of ec onomic development and accordingly of inclusive growing. A greater degree of rural employment can be taken as grounds of greater economic development ( Cole Shawn, 2007 ) . In acknowledgment of this statement, Employment in Rural Primary sector ( EMP_RP ) ( expressed in million Numberss ) is included as one of determiners to analyze their impact on inclusive growing. Agricultural Production is another of import determiner that affects the inclusive growing procedure in rural India. As a big population of weaker subdivisions of the society still depends to a big extent on agribusiness, Agricultural Production ( AGRI_PRO ) ( expressed in Kilograms/hectare ) determines their upward motion in the income ladder ( Andrea Vaona, 2005 besides considered production as an of import variable in a similar survey ) . Consequently, agricultural production is besides considered as a determiner in the analysis. There is besides an incontestable statement that overall recognition has profound impact on inclusive growing procedure ( Andrea Vaona, 2005 ) . In position of this, Credit to Gross Domestic Product ( CRED_GDP ) ( measured as a ratio in per centum to GDP ) is included as a determiner. If there is an addition in Per Capita Income ( PCI ) ( measured as per capita NNP at factor cost expressed in Crores in Rupees ) there surely will be an addition in inclusive growing procedure. As such, Per Capita Income ( every bit used as a determiner in a similar analysis by Andrea Vaona and Roberto Patuelli, 2008 ) is normally recognized step of criterion of life of people and accordingly is a major factor that enhances inclusive growing and hence it is included in the analysis. 1The arrested development theoretical account can be ; Y = I ± + I?1X1 + aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ + I?nXn + A µ — — — – gt ; 2Accordingly, Rural Poverty can be better explained and estimated with the undermentioned version of equation ; RU_POV = ?’ ( PSL, SAV, EMP_RP, AGRI_PRO, CRED_GDP, PCI ) + A µ — — — gt ; In order to command for other factors associated with economic growing non linked to fiscal development, the arrested development consequences are presented by utilizing a simple conditioning information set, including the invariable, the logarithm of all explanatory variables. Due to possible nonlinearities, the natural logarithms of the regressors are considered ( Levine, Loazya and Beck, 2000 ) . Consequently, when we log-transform this theoretical account we obtain: 3Log ( RU_POV ) = I ± + log ( PSL, SAV, EMP_RP, AGRI_PRO, CRED_GDP, PCI ) + A µ — — – gt ; ‘I ± ‘ represents the ‘Y intercept ‘ , I?1, aˆÂ ¦aˆÂ ¦aˆÂ ¦I’n represent the several arrested development coefficients for explanatory variables X1 aˆÂ ¦aˆÂ ¦ Xn and ‘A µ ‘ represents the error term. Where, ‘Y ‘ represents the ‘RU_POV ‘ , i.e, Rural Poverty and ‘X1 ‘ , ‘X2 ‘ , aˆÂ ¦aˆÂ ¦.. , ‘X14 ‘ represent the forecaster variables and ‘I?1 ‘ , ‘I?2 ‘ , aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ , ‘I?n ‘ represent the partial arrested development coefficients of ‘PSL ‘ i.e, ‘Priority Sector Lending ‘ , ‘SAV’-Savings, ‘EMP_RP’-Employment in Rural Primary sector, ‘AGRI_PRO’-Agricultural production, ‘CRED_GDP’-Credit to Gross Domestic Product and ‘PCI’-Per Capita Income severally. ‘A µ ‘ represents the ‘error term ‘ . The consequences of analysis are presented in Table-8 for the period from the twelvemonth 1977 to 2007. Deducing from the consequences of this analysis, it can be concluded that Priority sector loaning has important impact on rural poorness. Graphic presentation of the tendency of precedence sector loaning in the pre liberalization period from 1974-75 to 1990-91 and post liberalization period from 1991-92 to 2006-07 is illustrated in Figure-1. It is clearly apparent from the figure that precedence sector loaning has taken a bit by bit upward traveling curve bespeaking a steady rise in the station liberalization epoch. Further, the Nature and strength of the impact of the assorted determiners on Inclusive growing are captured in Table-9. A graphical presentation of the tendency of the inclusive growing in India is presented in Figure-2. It is orchestrated by the rhythmic forward motion tendencies of the above discussed determiners during the survey period. Rural Poverty is on a worsening tendency more pronouncedly during the station liberalization period. VI. RESULTS AND CONCLUSION The survey has found that Priority Sector Lending has a really high important impact on inclusive growing, which is in line with the findings of Kraay ( 2004 ) and Beck, et all ( 2007 ) . Domestic Savings ( in line with the decisions of Levine, Ross ; Loayza, Norman ; and Beck, Thorsten, 1999 ) , Credit to Gross Domestic Product ( as established by Ayyagari, M. , Demirguc-Kunt, A. and Maksimovic, V, 2007, Greenwood and Smith 1997 ) and Per Capita Income ( as stated by Levine, 1998, 1999 ) are found to hold important impact on cut downing rural poorness in India. The theoretical account developed in the survey explains the tendency of rural poorness ( Lopez and Serven, 2004 ) to the extent of 93.5 per centum affecting the of import determiners such as Priority Sector Lending ( Rajan and Zingales 1998 ) , Savings, Employment in Rural Primary sector, Agricultural Production ( Andrea Vaona, 2005 ) , Credit to Gross Domestic Product ( Andrea Vaona, 2005 ) and Per Capita Income ( Andrea Va ona and Roberto Patuelli, 2008, Srinivasan 1994, Streeten 1994 and Sugden 1993 ) . Further, it is besides demonstrated ( Figure-1 ) that fiscal sector reforms have so had a positive impact on decrease of rural poorness and hence in accomplishing inclusive growing. Fiscal Inclusion has far making effects, which can assist many people come out of low poorness conditions. Fiscal inclusion provides formal individuality, entree to payments system A ; sedimentation insurance. There is a demand for coordinated action between the Bankss, the authorities and others to ease entree to bank histories amongst the financially excluded. How to cite Bank-based Financial Intermediation for Financial Inclusion and Inclusive, Essay examples

Overview of Five Art Museums Essay Example For Students

Overview of Five Art Museums Essay Every child will be excited to visit The Museum of Natural History! Upon entering the Museum, even I wanted to head straight for the dinosaurs. As an art teacher, I easily connected everything I saw to various art-making projects. The mammal wing of the museum connects to the first grade non-fiction literacy curriculum. Some of the vocabulary words the students will be able to demonstrate when visiting this exhibit are: mammals, tusk, trunk, bull (male elephant), cow (female elephant) and Asia. Students will also be able to discuss the environment, explain and create the landscape as well as describe the texture of the elephant’s skin. Students can connect to this unit through art by experimenting with line, shape, and color as well as different mediums to create mammals and landscapes. First grade students can also connect to their unit of study on needs and wants. The Tribes of Northern Siberia exhibit demonstrates the needs people have in different climates. Heavy furs can help students to realize what the climate might be in that region. Students can return to the classroom and use recycled material to create items people need to survive. Weaving and sewing can be taught to students in order to connect to this exhibit. When walking through the Asian Masks section, students can engage in a discussion in order to figure out what the masks might have been used for. Upon returning to school, students can create their own masks and write their own story to coordinate with their project. Fourth grade students can connect to the Masks Exhibit through their Native American studies. Through the Blueprints for the Arts teachers help students gain knowledge of the art process through creating art as well as literacy, culture and community and art careers. Patterns and shapes are basic elements of art that can be found throughout the Museum. Children can use a sketchbook to draw the different patterns they see. Students can play Eye Spy Shapes as they walk through the different exhibits. Various skins and furs demonstrate texture, another element of art. In the Dinosaur Wing there was a huge rhinoceros. This rhinoceros was in an outline form, a contour line. This would be the perfect exhibit to teach students not only contour line but positive and negative space. Space and line are two more elements of art. At the Museum of Natural History, the possibilities for students to make connections to their curriculum and art are unlimited. These connections create enthusiastic learners that make teaching so rewarding. 2. The Jewish Museum My first thought was that the Jewish Museum wasnt really an appropriate site for my students since they are mostly Hispanic. That thought quickly changed as I made my way through the galleries of the pristine and beautiful building. There was a collection of Menorahs that any child would be excited to study. The different holidays that are celebrated during the winter can be discussed. Following the discussion, students can create the different objects that represent the various holidays. All of these holidays create an academic reason for children to learn about and connect to history. The next item to catch my eye was a platter created with the technique known as repousse. This technique is an art process where a design is pressed into the back of a metal sheet. By studying this process, fifth graders will be exposed to their unit of study Ancient Civilizations, which will introduce to them in middle school. How motivating and inspiring is that, to study a sixth grade topic in fifth grade with an amazing art project and technique. When exploring the craftsmanship of the Ancient Civilization of Israeli students will also be exposed to the different jobs of the arts. Beautiful mosaics were on display at the Jewish Museum. Students can create their own mosaics in art class. By incorporating shape, color and pattern, students of all ages will be able to connect to the mosaics on display at the museum. When creating mosaics, students will connect to several elements of art as well as to the Blueprints by creating art, developing literacy through the arts, understanding historical contexts, different cultures and careers in the arts. Older students can create mosaics in a radial pattern and connect to geometry by using a tool such as a compass. Finally, I was able to see the magnificent work of Marc Chagall. Chagall’s work incorporates a great variety of art movements. Students will be able to discover the different influences within Chagall’s work by observation and discussion. This discussion will help students connect to contemporary art that changed the world of art forever. Picasso and Cubism, the bright color palette of Fauvism and the style of Post-Expressionism has influenced the work by Chagall. This is an extraordinary way to excite and introduce students to contemporary art. 3. The Asian Society The Asian Society was a very small but powerful museum. The current exhibit displayed the political issues of Iran. This exhibit had a substantial amount of important material relating to history as well as art. There were many letters documenting events in a timeline format. A timeline is a very effective tool children can use to explain their understanding of events. The ability to use a timeline will help children to understand all events. A trip to the Iran exhibit at the Asian Society easily transitions students into a letter-writing unit that will help them to be successful in life. Along with letter writing they can practice their writing skills or computer/typing skills. Although letter writing might not fit in to the art curriculum, the timeline technique is applicable to understanding any kind of progression. The progression of art movements, transitions in styles from particular artists, the timeline of technology and its affect on art, everything. There were narrative Aquatints on display. An Aquatint is an etching that is chemically treated to resist acid but is not a solid coating on a plate. In order to connect to this process, I could have the students document history by creating a narrative through the printmaking process. Students will connect to literacy, art-making and be able to have an extensive discussion about an event in history. Problem solving came to my mind by creating a paper bridge when seeing complex bridges on display at the Asian Society. After seeing the bridges, students will have the opportunity to work in teams in order to create a bridge of their own by manipulating paper. This critical thinking activity will help students learn about cooperation, teamwork and have a better understanding of another career in art as a civil engineer (Blueprints for the Arts). Robots displayed examples of shapes and primary colors (elements or art). Mixed media work on display using textures on cardboard and metal techniques would surely captivate the attention of my students (Blueprints for the Arts). Lines of calligraphic Arabic text created beautiful works of art that can be used to introduce calligraphy or word clouds to students. Calligraphy is an art form that children are fascinated by. Since calligraphy is taught the same way children learn to write, teaching the children calligraphy is very beneficial. Reinforcing the correct way to write will help the students perfect their handwriting skills that are significantly lacking. Word Clouds can help students remember their vocabulary words by creating a meaningful project connecting to the current unit of study. Anything to help students remember is a crucial part of their learning. For a small exhibit, the Asian Society had an enormous amount of information that can help students. Many of my students are from the Middle East and would deeply connect to this exhibit. Students would benefit greatly by the various aspects of this exhibit. Whether students connected to the various art techniques, or the more academic strategies, everyone will love this museum. 4. The Hispanic Society Located in Washington Heights, the Hispanic Society is a lengthy trip from my school. Although I wouldnt be able to take my students due to the time restraints, I would recommend this institution to anyone teaching in Manhattan or the Bronx. It’s unfortunate that I cannot take my students to the Hispanic Society, especially since 75% of my students are from Hispanic immigrant families. Patrons are greeted in a courtyard with gorgeous iron and metal works surrounds this magnificent Beaux Arts Style facade. Students can study architecture and learn about Architects as an art career just by standing outside and studying the building. The Audubon family on the grand property formerly owns the building. Unfortunately, the grounds are in desperate need of a major restoration. As I entered the building I noticed the rooms were filled with traditional style paintings, pottery and sculptures by Hispanic masters. Architectural elements adorned the high ceilings and interesting molding. The magnificent works of Sorolla filled a room narrating many stories about the culture and that time period. Students will be able to interpret and discuss the events that happened during that time while noticing the different scenes displayed in the paintings. Students will immediately connect and compare the stories in the paintings to their present day life. Art is Literacy and this room is the definition of that. A narrative is on display, in Washington Heights, for the entire world to see and enjoy. Upstairs there were rooms with platters displayed. You can see the influences that contributed to the very diversified collection. While I noticed an Asian influence in some work there was a German presence in others. These platters could contribute to the motivation for a radial design lesson I have previously done with my students. Students can even create platters using clay and glazes with influences they observe. There was a case displaying many religious artifacts made of metal and stones. These pieces had me thinking about the repousee technique of metalwork. My students would have fun and gain a great deal of knowledge if they had the opportunity to create a metalwork sculpture to connect to these items. The body of work presented in this building is an enormous contributor to infusing literacy into art. As I left the property, I couldnt help but imagine an orchestra playing on the Veranda as guests were served cocktails. This building must have been an important part of the neighborhood when it was constructed in 1905. 5. El Museo del Barrio The Museum of the Neighborhood. The name says it all. Right away you feel welcome at the El Museo del Barrio. Drug Abuse EssayDoes anyone want to explain what Cubism is? Cubism is an abstract style of art that shows multiple perspectives of an object at he same time. Pablo Picasso and George Braque’s created cubism. How to Create a Cubist Self-Portrait 1. Look in the mirror 2. What is the shape of your face? 3. Divide your face in half; half of your face will be a profile 4. Where are your eyes? Where is your hairline? Your nose? Your lips? 5. What shapes do you see? Is your nose shaped like a triangle? 6. What shapes can you create with the various features of your face? Give students mirrors so they can find features of their face to incorporate into their artwork. End Session 1 Session 2 Discuss what the students remember about cubism and cubist self-portraits. Teacher will ask for questions or thoughts before students start their work. Teacher will display the steps to creating a cubist self-portrait on the board Students will now continue working on their Cubist self-portraits Teacher will walk around giving constructive criticism Session 3 Quick discussion and demonstration with students in order to add paint to portraits. Discuss and demo the resist technique. Show examples. Students will now paint their cubist portraits. Students can also create a detailed background. Teacher will walk around giving constructive criticism Session 4 Finish Portraits/Assist students having trouble following instructions. Session 5 Split up completed work for students to critique. Students will discuss the portraits with a partner. Using a post-it note, write something you like about the portrait. Write something you notice that can be improved. Evaluate: See Rubric. Following the critique, students will be asked to write a self-evaluation based on the rubric along with some other questions. A. Can student explain and discuss Cubism and Picasso? B. Can student explain a cubist self-portrait? C. Student must give meaningful feedback on artwork. Evaluation/Reflection Attention Administration If you want to see a significant amount of academic growth for your students, the following information will change the way your students learn and think about learning forever! Consider this: What if Literacy + Math + Science + Social Studies + Technology + ART = Students that develop a love for learning. This can be the case because ART can make learning fun and fun means students will discover that it is fun to learn. A little fun in school can go a long way especially when gaining the interest of children to want to learn. Put the FUN back into learning by integrating ART. What is more fun then a trip to the city, New York City and the Museum of Modern Art, the MoMA? Our students can benefit significantly because the cultural center of the entire world is literally right at their fingertips. A resource few have access to is right out of our front door. So why not get on a bus and make our way through that front door, into the world, the world of ART. Our students need to be exposed to that world in order to realize how much potential they have to be an extraordinary part of their community and our society. Students will be able to open their minds to the many cultures that are out there. This culture can be developed, discussed, understood and learned through ART. Art is literacy, literacy is art, art is discussed, art is observed, and art promotes conversation all while illustrating narratives. Art can help children that struggle by creating a stronger connection to what they are learning. The educators at the MoMA (and all museums) facilitate discussion and questioning which create sponges out of our students. They soak up information in their own way with visual stimulation and motivation. Children not only develop an understanding of art and connect to the other curriculums but they become more confident in themselves. Title One School groups are able to visit the MoMA (and most Manhattan Museums) at no cost to students. This enables educators absolutely no excuse not to expose their students to the world and its culture. All museums have educational tours, workshops and programs creating a meaningful experience for students that would normally not have the opportunity to attend. The curriculum for every grade can be connected to so many different museum exhibits. Students can develop academically through discussion and conversation. Museums are the perfect resource for children to practice and perfect these skills. After attending a tour at the MoMA, students are given free passes to come back with their families. This is a gift of excitement and love for learning from children to their families. Families then have the opportunity to continue learning and engage in conversation therefore bringing literacy into their lives. Educated and engaged families are the biggest gift we as educators can give to our students and their community. MoMA workshops are free and can easily help our children learn how to problem solve and work cooperatively. Workshops can help children find their own identity by creatively solving problems with more successful outcomes. Imagine that a child has the opportunity that allows them to realize their ideas are successful. How can a child know that there might be a better solution to a problem if they don’t open their mind to the ideas of others? All of these concepts are accessible to children through museum workshops as well as hands-on visual activities in the classroom. MoMA also has programs where the educator comes into the classroom prior to a scheduled museum tour as well as after. The educator will work with a class by engaging in a discussion and an activity. After the tour, the educator returns to the class connecting all of the information. The classroom teacher is in contact with the educator and can arrange to connect to a specific topic. If students are studying character traits, then the artwork discussed will help the students connect to that specific concept. If students were writing personal narratives, then they would be exposed to artwork that had people in them. Students would be able to interpret a story based on the events in the pictures. What is the expression on the faces? How do you think they feel? Why do you think that is happening? All of the questions a child might have when reading a book. Details a child can recall when writing their own narrative. If you want to see children increase their test scores, integrate art into the curriculum with visits to museums and hands-on visual activities. When students connect to what they are learning through visual activities they develop a deeper understanding resulting in more positive outcomes. Students that learn through visual modalities demonstrate strong critical thinking skills. Participating in these activities also creates children that are socially more advanced. While observing and discussing art, students develop an understanding of history and establish a love for learning through a variety of cultural venues. A natural timeline can help children connect art to historical events. If a child had a visual aid to assist their memory a trigger to that memory in the classroom can be a word, phrase or topic that had previously been discussed in a museum or during an art project. By adding art across the curriculum a connection between the main subjects taught in school and learning is created. Enticing young children to solve problems through art and relevant concepts creates a pleasurable learning experience. The foundation for learning and understanding through art integration also promotes knowledge for careers in art. Students should be exposed to the various careers through hands-on learning and experimenting. In order for children to explore across the curriculum they need to be able to explore and understand the process. Observation and discussion allow children to discover and investigate creating a more meaningful process to reflect on. Children need to be able to discover and explore concepts so it makes sense to them. They become empowered and in charge of their own learning. Think of learning as an adventure for children. Imaginations can take over and the By making art and museum visits accessible to children, you are giving children limitless possibilities for a brighter future. Students will be able to connect seeing life in from different perspectives just like they interpreted art from different points of view by listening to others and having conversations. If a child is able to reflect on that big idea, then apparently they were able to develop those underlying skills necessary in the learning process. By analyzing and investigating students will formulate questions and thoughts in order to grow academically and socially. Art and connections through the arts creates a more meaningful connection to what is going on in the classroom. In conclusion, it is safe to say that by exposing students to art museums challenges students to see the different perspectives and exposes them to diverse ideas. Including art programs in school and visiting the MoMA expands the curriculum and should be a central part of student learning. These strategies will not only help to create an effective amount of academic growth for students but students will develop a love to be life-long learners. Everything a student needs to be successful is the result of integrating art into the curriculum.