Present Career, Carrer Interest, and the Value of a College Education E

Conflicts Resolutions within Work Groups   Ã‚  Ã‚  Ã‚  Ã‚  There are many things to consider when talking about working within a group. One of the major things is conflicts between the group’s members. People will always have conflicts among themselves and with others; it is just a way of life. One of the conflicts that occur within a group is Lack of Leadership, someone needs to be in charge and keep everyone else pointed in the right direction. Another conflict among groups is Group Roles; everyone needs to know where they fit into the puzzle and what is expected of them. Also everyone needs to have coinciding Schedules, that way you know the work is getting done. All of theses problems add up to one of the biggest issues in a group, which is Disagreements and or Arguments. When one thinks of leadership the first thing that enters there mine is Mentoring. Having the power and the ability to guide, motivate and lead others in any given task are concrete attributes of a good leader. When one or all of these does not happen there is probably a good sign of lack of leadership. Bosses are often accused of not motivation their workers. They assume that if a person is hired for a job they should perform their job and the motivation should come from the fact that they are receiving a paycheck. This could be deemed as a true statement if the company does not believe in promoting a team environment. When a boss, director, group leader or who ever is put in to a leadership position does not motivate their subordinate there is usually a lack in performance. People enjoy working for leaders with good motivational skills. Motivation skills discover what people are capable of doing and how well they can do it, plus encourage them to strive to do more while taking pride in what they have done. All leaders have to make decision. Once a leader demonstrate poor decision making skills it is extremely hard to be effective. This leader will find it very hard to get people to trust his or her decision. Poor decision would be a decision made with little regards of the consequences. Poor decisions are often made with little consideration for others. This leader will not be an effective leader without getting training and develop techniques for good decision making. Poor communication can be very damaging in any environment. A poor communicator transmits in a way th... ...resolution may also be employed. This method digresses to a loser and a winner. Once the competition is complete, one team member(s) is triumphant at the expense of their opposition. Although this method can be used constructively, it may also result in a further wedge between the team members.   Ã‚  Ã‚  Ã‚  Ã‚  Collaboration is the accumulation of all of the member's contributions. It meets the team’s goals, while supporting the individual needs of the team members. It often involves a more creative approach than the other methods, and usually results in an entirely different solution than used in the past. Collaboration is the exact opposite of all of the other methods, and can involve more time being needed to resolve the issue.   Ã‚  Ã‚  Ã‚  Ã‚  There are many different conflicts to consider when talking about working within a group. Leadership, Roles, Schedules, and Disagreements will always be an issue when people have to come together and work as a team. Though by working as a team the team members can band together to overpower or conquer the issues at hand. People will always have conflicts among themselves and with others; it is just a way of life

Literature Review Essay

Abstract The primary role of literature review in a quantitative research study to gain information on the subject of your research question and identify unbiased and valid studies connected with your research question. For instance, my quantitative research question is â€Å"all other factors being equal, do high school students reading popular fiction achieve better Language Arts test scores than high school students reading curriculum-required fiction? † My hypothesis is that high school students reading popular fiction will outperform the students who read curriculum-required fiction, because if you enjoy reading you will perform better. Then I need to do a literature review to discover if my question has already been answered and I may need to modify it or if there are related studies to my research question that can provide quantifiable research. Introduction Quantitative Research involves collecting numerical data though content analysis, performance tests, personality measures, questionnaires, etc. This type of research procedures include an objective/unbiased approach to collecting numerical data from a large number of participants and analyzes these numbers using statistics in order to answer a specific, narrow research question. As part of research, a literature review is required. A quantitative literature review is an extensive review of literature that may or may not influence the study and your research question (UOA 2013). The primary role of literature review in a quantitative research study to gain information on the subject of your research question and identify unbiased and valid studies connected with your research question. For instance, my quantitative research question is â€Å"all other factors being equal, do high school students reading popular fiction achieve better Language Arts test scores than high school students reading curriculum-required fiction? † My hypothesis is that high school students reading popular fiction will outperform the students who read curriculum-required fiction, because if you enjoy reading you will perform better. Then I need to do a literature review to discover if my question has already been answered and I may need to modify it or if there are related studies to my research question that can provide quantifiable research. Why This Research Question This research question â€Å"all other factors being equal, do high school students reading popular fiction achieve better Language Arts test scores than high school students reading curriculum-required fiction? † needs to be answered. There is a controversy over what types of literature is acceptable for students to have access. One of my favorite book series (Harry Potter) is a banned book in certain states. This research question would add to research already completed. Methodology in the Research Question This research question â€Å"all other factors being equal, do high school students reading popular fiction achieve better Language Arts test scores than high school students reading curriculum-required fiction? † is an experimental research question and a casual research question. An experimental research question tests the cause and effect and a causal research question that test for a cause and effect relationship between variables. The variables in this research question are the independent variable (IV), age, ethnicity, and gender, the dependent variable (DV), assigned popular fiction and curriculum-required fiction, and the covariant (CoV) socio-economic status. Additionally, this question has ratio data. Ratio data is continuous. Ratio data rank order, but also quantify and compare the sizes of differences between them. Ratio data has an absolute zero and allows for how many times greater. The research question can discover how many times greater or less are the test scores of high school students who read popular fiction than those who read curriculum-required fiction. Supporting Research My hypothesis of the research question is that high school students reading popular fiction will outperform the students who read curriculum-required fiction, because if you enjoy reading you will perform better. The other similar research found during the literature review relates to my research. Although, my specific research question has not been fully researched. Other research relates to my question. According to the article, Impact of Students’ Reading Preferences on Reading Achievement, middle school students in Canada found â€Å"The most significant indicators were reading novels or fictional texts, informative reading or non-fiction, and reading books or other texts from the school library. In-class reading and participation in discussions pertaining to school-related reading were also shown to enhance reading achievement. These results are somewhat surprising in that research documenting this subject mainly emphasizes the use of pedagogical material corresponding to the interests/needs of students to foster achievement in reading† (Bouchamma, et al. 2013). This research shows that reading achievement can come from both required and optional reading. Moreover, according to the article, Reading Attitude and its Effect on Leisure Time Reading, â€Å"gender, educational level, age, and amount of spare time have a positive effect on reading behavior† (Stokmans 1999). Additionally, there is â€Å"a positive relationship between time spent reading fiction and educational level† (Stokmans 1999). This research shows that reading fiction relates positively to reading level. Additionally, according to the article, Popular Publications May Help Students’ Reading Scores, â€Å"We are concerned about the struggle to increase scores that children are posting on state-required exams — not because of the scores themselves, but because they are strong indications that state students may not be gaining the thorough and analytical skills they need to become successful readers† (Michigan Chronicle 1997). This newspaper article shows that popular publications may help students on their reading score. Conclusion This research question â€Å"all other factors being equal, do high school students reading popular fiction achieve better Language Arts test scores than high school students reading curriculum-required fiction? † needs to be answered. This research question addresses the controversy over what types of literature is acceptable for students to have access to. Moreover, this research question would add to research already completed. It would allow  administrators and other educators to decide if certain books can be helpful in high school students learning environments. Bibliography Bouchamma, Y. , Poulin, V. , Basque, M. , & Ruel, C. (2013). Impact of students’ reading preferences on reading achievement. Creative Education, 4(8), 484-491. Retrieved February 6th, 2014 from: http://search. proquest. com/docview/1441488139? accountid=28844 Mia J. W. Stokmans, Reading attitude and its effect on leisure time reading, Poetics, Volume 26, Issue 4, May 1999, Pages 245-261, ISSN 0304-422X, Retrieved February 6th, 2014 from: http://dx. doi. org/10. 1016/S0304-422X(99)00005-4 http://www. sciencedirect. com/science/article/pii/S0304422X99000054 Popular publications may help students’ reading scores. (1997, Oct 01). Michigan Chronicle. Retrieved February 6th, from: http://search. proquest. com/docview/390200035? accountid=28844 University of Arkansas Libraries (2013, Oct. 30) Literature Reviews. LibGuides. Retrieved February 6th, 2014 from: http://uark. libguides. com/content. php? pid=110370&sid=1384703

How has the development of Social Media affected media regulation - Free Essay Example

Sample details Pages: 8 Words: 2388 Downloads: 4 Date added: 2017/06/26 Category Media Essay Type Analytical essay Did you like this example? Traditional media regulation is becoming significantly challenged by the user-centricity that is a feature of the contemporary media environment (Van Dijck, 2013). Social media means that users are able to exercise far greater control over the types of media that they wish to consume, and can also actively produce content (Vardeman-Winter Place, 2015). The traditional approach to media regulation is that there are a relatively small number of users who produce the media, coupled with a large number of those who consume it, who are powerless to directly influence the content (Van Dijck, 2013). Don’t waste time! Our writers will create an original "How has the development of Social Media affected media regulation?" essay for you Create order This means that the regulatory framework that was previously used which was founded on a command and control framework is inappropriate for a situation where there are substantial producers of content (Lievens Valcke, 2013). Regulatory action in social media is typically focused upon disclosure of interest, protection of children, codes of practice and the prohibition of offensive material (Van Dijck, 2013). This will be investigated as follows. First, the impact of social media upon media regulation will be discussed. Secondly, the approaches to self-regulation will be considered. Thirdly, the challenge of educating users that is necessary to achieve self-regulation will be discussed. Finally, the challenges posed to greater regulation of the media will be considered. The current model of media regulation has focused more upon the use of alternative regulatory instruments (ARIs). These are considered to be more effective in a fast-changing media environment. ARIs are defined as a collection of instruments, such as self and co-regulation, and have increased in its impact when referred by different media policy documents from the 1990s onwards (Lievens Valcke, 2013). However, in practical terms there is less clarity on what is meant by these types of regulatory instruments (Van Dijck, 2013). There seems to be a sense in which they involve the use of non-governmental players, and stand as an alternative to the governmental approach (Lievens Valcke, 2013). ARIs tend to refer to a regulatory framework that is distinct from the traditional form, and this tends to point towards self-regulation. Self-regulation is often seen as a solution in which the freedom of the internet can be maintained alongside a desire to reduce the impact of legislative regulation (Van Dijck, 2013). This means that regulation is effectively enforced by a group of actors within the social media, without any influence emanating from outside the group Lievens Valcke, 2013). Given that social media comprises the users as also those who produce media products, there is an intuitive attraction to their being involved in the regulatory procedure (Fuchs et al., 2013). Furthermore, the users of media are traditionally involved in the regulatory mechanism, such as through their representation in the bodies of public service broadcasters, or through audience research (Croteau Hoynes, 2013). Self-regulation also provides an empowerment to the users of social media, which is consonant with their position in the social media universe (Lievens Valcke, 2013). This allows the regulation of social media to be fitted to the features of its use. Education is, however, a requirement for effective social media regulation in order to ensure that the rights and responsibilities of using social media are understood (OKeeffe Clarke-Pearson, 2011). Providing content that is against the users terms and conditions of the specific site is not an effective means to educate users as t hese are rarely read (Fuchs et al., 2013). The publicity that ensues when a social media user unwittingly commits a crime often has the impact of educating users. It has been noted, for example, that for many users of social media an understanding of the intricacies of defamation may not be as widely appreciated as is the case for the newspaper industry (OKeeffe Clarke-Pearson, 2011). There are thus some issues where people have been prosecuted for retweeting a defamatory statement simply because it was not widely understood that broadcasting such information could be illegal regardless of its provenance (Campbell et al., 2014). However, this publicity then at least ensures that there is a wider appreciation of what constitutes defamation in such cases and thus functions as a method of education (Fuchs et al., 2013). Furthermore, the extent to which self-regulation can apply to some of the key concerns of regulatory bodies, such as the protection of children or the removal of hate speech may be challenged (Campbell et al., 2014). There is an argument that the greater consumer choice that is exercised in the case of social media should result in a reduced level of regulation to take into account the extent to which the choice exercised by the user can play a role (Van Dijck, 2013). Consumers may thus be put in greater control of their own choices, but in order to do so, they need to be aware of the dangers that can arise through a lack of knowledge of appropriate behaviour. Education is more commonly provided as a result of the users inappropriate behaviour being corrected by the social media site (Lievens Valcke, 2013). This means that where material is posted that concerns other viewers, it may be flagged as inappropriate with the viewers being asked why they find it objectionable. The content is then reviewed by the regulatory body of the site which then can either approve or remove the content (Lievens Valcke, 2013). This relies upon the users of the site to establish whether the material is likely to need regulating, rather than observing content individually (Van Dijck, 2013).ÂÂ   A significant drawback of this method is that it represents an ex ante approach, allowing the material to remain online for as long as it takes to be reported (Lievens Valcke, 2013). This means that where copyright is compromised or sensitive material is posted, the content remains public allowing for it to be copied (Buckingham Willett, 2013). Such examples may be seen in cases where the rules are broken; where the posting is taken down on the original account, it is already too late and the information may be reposted repeatedly (Lievens Valcke, 2013). This characteristic of social media regulation means that the regulation of material is significantly limited, as material cannot be prevented from being broadcast by being reported as offensive (Lievens Valcke, 2013). However, this does not extend as far as is the case for traditional me dia and stories that are entirely false that would not be permitted in a newspaper can be distributed freely through social media (Van Dijck, 2013). Although individuals may report them, they are often not removed unless they illustrate features that are against the terms of the use agreement (Baron, 2015). The process of reporting such content after it is published is therefore not a fully effective way to regulate content, and, moreover, involves looser regulation than is generally accepted for journalistic standards (Lievens Valcke, 2013). At the same time, censorship is not applied on the basis that the information presented may be false and misleading (Van Dijck, 2013). Although this model does tend to empower users, the extent to which it provides an effective model of regulation can be questioned, as it cannot prevent false material from being published, as is the case for the traditional media. The AVMS Directive was published by the European Commission in 2007, compleme nted by a Communication on media literacy (Lievens Valcke, 2013). It was suggested that the promotion of media literacy was a more appropriate approach that the provision of advertising bans (Bertot et al., 2012). This has been explored particularly in cases where social media is used to develop the employees approach to social media in governmental or corporate context (Lievens Valcke, 2013). Internal social media policies are usually created, and advice given on how best they may be used to elicit consumer or citizen engagement. However, there are divisions between how social media is used in an official capacity and the differences between how employees use social media as an individual can undermine the effectiveness of such regulation (Bertot et al., 2012). This illustrates that the trend towards self-regulation is only largely effective in the context where social media should be better understood by the user. For the majority of users, regulation is perhaps undermined by a lack of the education that has been argued as essential for its effective use. Despite the calls for greater regulation, resistance has come from the belief that it presents significant economic opportunities. The barriers to regulation against audiovisual content on sites such as Youtube has been seen as tantamount to reducing choice for viewers (Lievens Valcke, 2013). Parallels are drawn between how the highly regulated broadcasting environment in television in the 1980s reduced the level of choice for viewers. Furthermore, the use of social media to promote products and services provides a number of challenges to the regulatory environment in that it is not always easy to establish whether commercial activity is being undertaken by an individual for personal (Van Dijck, 2013). If an individual promotes a brand and does not conform to regulation that affects advertising, the extent to which they may be liable for omission or exaggeration poses a regulatory challenge (Evans, 20 12). For example, situations where an employee represents themselves as a consumer can undermine the validity of the media regulation (Evans, 2012). This lack of regulation can thus have significant effects on the veracity of other media. In April 2013, a bomb was detonated near the finishing line of the Boston Marathon (Lievens Valcke, 2013). Social media played a significant role in disseminating information about the bombing, much of which was accurate. However, there was a range of misleading information that included significant factual errors. A tweet suggesting that an arrest had been made was retweeted 13,930 times and reported as fact by major news corporations (Lievens Valcke, 2013). This is an example where the lack of regulation allowed assertions to be made, which could then circulate as fact without verification. Social media can thus perpetuate the misinformation available, and the fact that there is no regulation requiring users to only provide true material whe n broadcasting undermines this (Dabbagh Kitsantas, 2012). A similar issue surrounding social media use is the potential for it to be used for bullying (Creech, 2013). For example, for some individuals who have been insensitive may find themselves receiving death threats, and in other contexts their home locations may be shared (Croteau Hoynes, 2013). This means there is an apparent propensity of social media to provide a kind of mob rule. Unfortunately, because these situations escalate relatively quickly, the type of ex ante regulation that is usually applied is ineffective as it is impossible to challenge a fast moving story that is repeated thousands of times (Jewell, 2013). This means that social media challenges the traditional gatekeeping process of journalism, but is less regulated, undermining the extent to which information can be disseminated (Vardeman-Winter, Place, 2015). A final key area in which social media regulation is likely to pose significant challenges to the existing model of media regulation is due to its international nature (Van Dijck, 2015). Media regulation has previously allowed regulation to take place on a national basis, so material deemed unsuitable for broadcast were easily prevented. For example, allegations surrounding the royal family have often been regulated against dissemination in the UK, but are freely disseminated abroad. Social media allows such allegations to be freely disseminated (Lievens Valcke, 2013). In many cases, traditional broadcasters can be restricted, even where they are situated abroad and are cable operators (Lievens Valcke, 2013). Social media effectively undermines the potential for such broadcasting to take place, meaning that its effect on the regulatory environment extends to undermining existing regulation that is organised on a national basis (Van Dijck, 2013). Social media thus not only challenges the reach of media regulation in terms of its nature, it also acts to undermine the effe ct of existing legislation. In conclusion, social media has had a significant impact upon on media regulation. It does not fit clearly into traditional models of regulation and this undermines how such media may be regulated. Because it can blur the edges of different media types, in that it can provide news or advertising at the same time, it can also challenge regulatory frameworks based upon such media remaining discrete. Self-regulation is suited to the nature of the media, but poses significant challenges to existing regulatory frameworks, as it does not prevent the dissemination of sensitive or false material; it simply allows it to be removed ex ante. Social media also undermines the extent to which existing regulatory frameworks may be conducted on a national basis as any information that is disseminated is thus available globally. These features have effectively reduced the impact of regulation and thus far the focus on self-regulation has done little to prevent the whol e-scale diminution of media regulation. References Baron, R. J. (2015). Professional self-regulation in a changing world: old problems need new approaches.JAMA,313(18), pp.1807-1808. Bertot, J. C., Jaeger, P. T., Hansen, D. (2012). The impact of polices on government social media usage: Issues, challenges, and recommendations. Government Information Quarterly,29(1), pp.30-40. Buckingham, D., Willett, R. (2013).Digital Generations: Children, young people, and the New Media. London: Routledge. Campbell, K., Ellingson, D. A., Notbohm, M. A., Gaynor, G. (2014). The SECs Regulation Fair Disclosure and Social Media.The CPA Journal,84(11), pp.26-35. Creech, K. C. (2013).Electronic Media Law and Regulation. London: Routledge. Croteau, D., Hoynes, W. (2013).Media/society: Industries, images, and audiences. London: Sage Publications. Dabbagh, N., Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning.The Internet and Higher Education,15(1), pp.3-8. Evans, D. (2012).Social Media Marketing: An hour a day. London: John Wiley Sons. Fuchs, C., Boersma, K., Albrechtslund, A., Sandoval, M. (2013).Internet and surveillance: The challenges of Web 2.0 and social mediaLondon: Routledge. Jewell, M. (2013). Self-regulation, teenagers and social media use: Inquiry into online behaviour and the influence of digital architecture. https://matt.pm/assets/self-regulation-social-media-use.pdf [retrieved 17th October, 2015]. Lievens, E. Valcke, P. (2013) Regulatory trends in a social media context. In M. E. Price, S. G. Verhulst, L. Morgan (eds.) Routledge Handbook of Media Law, London: Routledge, pp.557-580. OKeeffe, G. S., Clarke-Pearson, K. (2011). The impact of social media on children, adolescents, and families.Pediatrics,127(4), pp.800-804. ÂÂ  Van Dijck, J. (2013).The Culture of Connectivity: A critical history of social media. Oxford: Oxford University Press. Vardeman-Winter, J., Place, K. (2015). Public relations culture, social media, and regulation.Journal of Communication Management,19(4), pp.19-38.

Overview of Imagism in Poetry

In the March 1913 issue of the magazine Poetry, there appeared  a note titled Imagisme, signed by one F.S. Flint, offering this description of the Imagistes†: â€Å"... they were contemporaries of the post-impressionists and the futurists, but they had nothing in common with these schools. They had not published a manifesto. They were not a revolutionary school; their only endeavor was to write in accordance with the best tradition as they found it in the best writers of all time — in Sappho, Catullus, Villon. They seemed to be absolutely intolerant of all poetry that was not written in such endeavor, ignorance of the best tradition forming no excuse ...† At the beginning of the 20th century, a time in which all the arts were politicized and revolution was in the air, the imagist poets were traditionalists, conservatives even, looking back to ancient Greece and Rome and to 15th-century France for their poetic models. But in reacting against the Romantics who preceded them, these modernists were also revolutionaries, writing manifestos that spelled out the principles of their poetic work. F.S. Flint was a real person, a poet, and critic who championed free verse and some of the poetic ideas associated with imagism before the publication of this little essay, but Ezra Pound later claimed that he, Hilda Doolittle (H.D.) and her husband, Richard Aldington, had actually written the â€Å"note† on Imagism. In it were laid out the three standards by which all poetry should be judged: Direct treatment of the thing, whether subjective or objectiveTo use absolutely no word that does not contribute to the presentationAs regarding rhythm: to compose in sequence of the musical phrase, not in sequence of the metronome Pound’s Rules of Language, Rhythm, ​and Rhyme Flint’s note was followed in that same issue of  Poetry by a series of poetic prescriptions titled A Few Donts by an Imagiste,  to which Pound signed his own name, and which he began with this definition: â€Å"An ‘image’ is that which presents an intellectual and emotional complex in an instant of time.† This was the central aim of imagism — to make poems that concentrate everything the poet wishes to communicate into a precise and vivid image, to distill the poetic statement into an image rather than using poetic devices like meter and rhyme to complicate and decorate it. As Pound put it, â€Å"It is better to present one image in a lifetime than to produce voluminous works.† Pound’s commands to poets will sound familiar to anyone who has been in a poetry workshop in the near-century since he wrote them: Cut poems down to the bone and eliminate every unnecessary word — â€Å"Use no superfluous word, no adjective, which does not reveal something. ... Use either no ornament or good ornament.†Make everything concrete and particular — â€Å"Go in fear of abstractions.†Do not try to make a poem by decorating prose or chopping it into poetic lines — â€Å"Don’t retell in mediocre verse what has already been done in good prose. Don’t think any intelligent person is going to be deceived when you try to shirk all the difficulties of the unspeakably difficult art of good prose by chopping your composition into line lengths.†Study the musical tools of poetry to use them with skill and subtlety, without distorting the natural sounds, images and meanings of language — â€Å"Let the neophyte know assonance and alliteration, rhyme immediate and delayed, simple and polyphonic, as a musician would expect to know harmony and counterpoint and all the minutiae of his craft ... your rhythmic structure should not destroy the shape of your words or their natural sound or their meaning.† For all his critical pronouncements, Pound’s best and most memorable crystallization of imagism came in the next month’s issue of Poetry, in which he published the quintessential imagist poem, â€Å"In a Station of the Metro.† Imagist Manifestos and Anthologies The first anthology of Imagist poets, Des Imagistes, was edited by Pound and published in 1914, presenting poems by Pound, Doolittle, and Aldington, as well as Flint, Skipwith Cannell, Amy Lowell, William Carlos Williams, James Joyce, Ford Madox Ford, Allen Upward and John Cournos. By the time this book appeared, Lowell had stepped into the role of promoter of imagism — and Pound, concerned that her enthusiasm would expand the movement beyond his strict pronouncements, had already moved on from what he now dubbed â€Å"Amygism† to something he called â€Å"vorticism.† Lowell then served as editor of a series of anthologies, Some Imagist Poets, in 1915, 1916 and 1917. In the preface to the first of these, she offered her own outline of the principles of imagism: To use the language of common speech but to employ always the exact word, not the nearly exact, nor the merely decorative word.To create new rhythms — as the expression of new moods — and not to copy old rhythms, which merely echo old moods. We do not insist on free-verse as the only method of writing poetry. We fight for it as for a principle of liberty. We believe that the individuality of a poet may often be better expressed in free-verse than in conventional forms. In poetry, a new cadence means a new idea.To allow absolute freedom in the choice of subject. It is not good art to write badly about aeroplanes and automobiles; nor is it necessarily bad art to write well about the past. We believe passionately in the artistic value of modern life, but we wish to point out that there is nothing so uninspiring nor so old-fashioned as an aeroplane of the year 1911.To present an image (hence the name: ‘imagist’). We are not a school of painters, but we believe that poetry should render particulars exactly and not deal in vague generalities, however magnificent and sonorous. It is for this reason that we oppose the cosmic poet, who seems to us to shirk the real difficulties of art.To produce poetry that is hard and clear, never blurred nor indefinite.Finally, most of us believe that concentration is of the very essence of poetry. The third volume was the last publication of the imagists as such — but their influence can be traced in many strains of poetry that followed in the 20th century, from the objectivists to the beats to the language poets.

Media Essay - 4456 Words

nbsp;nbsp;nbsp;nbsp;nbsp;In the late Seventies, America became shocked and outraged by the rape, mutilation, and murder of over a dozen young, beautiful girls. The man who committed these murders, Ted Bundy, was later apprehended and executed. During his detention in various penitentiaries, he was mentally probed and prodded by psychologist and psychoanalysts hoping to discover the root of his violent actions and sexual frustrations. Many theories arose in attempts to explain the motivational factors behind his murderous escapades. However, the strongest and most feasible of these theories came not from the psychologists, but from the man himself, quot;as a teenager, my buddies and I would all sneak around and watch porn. As I grew†¦show more content†¦As time has passed, this definition of pornography has grown to include any and all obscene literature and pictures. At the present date, the term is basically a blanket which covers all types of material such as explicit lite rature, photography, films, and video tapes with varying degrees of sexual content. nbsp;nbsp;nbsp;nbsp;nbsp;For Catherine Itzin’s research purposes pornogrpahy has been divided into three categories: The sexually explicit and violent; the sexually explicit and nonviolent, but subordinating and dehumanizing; and the sexually explicit, nonviolent, and nonsubordinating that is based upon mutuality. The sexually explicit and violent is graphic, showing penetration and ejaculation. Also, it shows the violent act toward a woman. The second example shows the graphic sexual act and climax, but not a violent act. This example shows the woman being dressed is a costume or being ‘talked down’ to in order to reduce her to something not human; such as a body part or just something to have sex with, a body opening or an orifice. Not only does ‘erotica’ show the entire graphic sexual act, it also depicts an attraction between two people. Her research consistently shows that harmful effects are associated with the first two, but that the third â₠¬Ëœerotica’, is harmless (22). These three categories basically exist asShow MoreRelatedMedia, Poor, And Media845 Words   |  4 PagesIt s an interesting world we live in when comedians such as Jon Stewart are more trusted to give truthful, adequate information rather than news outlets and the media. What seems like a curious predicament is really nothing more than the creation of a monetized media, the value of a persons interest in a headline. 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The Impact of Sociological Theories in Education Free Essays

The Impact of Sociological Theories in Education Crystal Taylor-Johnson SOC101: Introduction to Sociology Professor Christine Henderson November 22, 2010 Education is the most important part of a person’s life. Without a good education people would struggle in everyday life just to be able to get by. There are three theories that help understand education. We will write a custom essay sample on The Impact of Sociological Theories in Education or any similar topic only for you Order Now Even though most people feel theories are just someone’s opinions, education has many different theories that support it because these theories help people understand education better and these theories are all different but yet they help identify what education really is. The three theories that are important for people to know are Functionalism, Conflict, and Interactionism. These three theories play an important role in helping to understand education and why education is important. These theories are not just one man’s opinion; they give a prime meaning of what education is really about. Martin Luther King Jr. once said â€Å"the function of education is to teach one to think intensively and to think critically†¦. intelligence plus character-that is the goal of true education. Without sociological theories to help understand what education is all about and why education is important, we would not get the true identity of education. Education does not just help you with a better career, it also helps you with your social skills, your ability to understand things better, and most importantly it helps you to be able to identify yourself. Functionalism â€Å"Functionalist perspective is a sociological approach that emphasizes the way in which the parts of a society are structured to maintain its stability. (Richard Schaefer, 2009) Functionalists will focus on ways that universal education can serve the needs of society. The first thing that functionalist do is see education in its manifest role. They believe that education conveys knowledge and skills to the next generation. Emile Durkheim was the founder of functionalist theory. He identified the latent role of education, which was identified as one of socializing people into society’s mainstream. He called it â€Å"a moral education†, and it helped form a more-cohesive social structure. It did this by bringing people together from diverse backgrounds. The other latent roles of education that functionalist point to are transmission of core values and social structure. Core values reflect the characteristics that support political and economic systems that had originally fueled education in American education. This means that children in America will receive rewards for following schedules, directions, meeting deadlines, and obeying their authority figures. A benefit that functionalists see in education is something they call sorting. This means they separate students on the basis of merit. They feel that society’s needs demands that the most capable people get channeled into the most important occupations. Schools are capable of identifying the most capable students early. They do so by seeing who scores highest on classroom and standardized tests. The students who score high on these tests are put into accelerated programs and college preparation courses. Many sociologists like Kingsley Davis, Wilbert Moore, and Talcott Parsons referred to this as social placement. They felt this was a beneficial function in society. Functionalists believe that education plays an ironic dual role in both preserving and changing culture. There have been studies that have shown that as student’s progress through college and beyond, they are usually able to become increasingly liberal as they encounter a variety of perspectives. People who are more educated are generally more liberal, but people who are less educated are conservatism. â€Å"Heavy emphasis on research at most institutions of higher education put them on the cutting edge of changes in knowledge, and, in many cases, changes in values as well. Therefore, while the primary role of education is to preserve and pass on knowledge and skills, education is also in the business of transforming them. † (CliffNotes. com, 2010). Conflict â€Å"Conflict perspective is a sociological approach that assumes that social behavior is best understood in terms of tension between groups over power or the allocation of resources, including housing, money, access to services, and political representation. † (Schaefer, 2010). These theorists see the purpose of education as maintaining social inequality and preserving the power of those who society. Conflict theorists and functionalists examine the same functions of education. â€Å"Functionalists see education as a beneficial contribution to an ordered society; however, conflict theorists see the educational system as perpetuating the status quo by dulling the lower classes into being obedient workers. † (CliffNotes. com, 2010). Both of these theories agree that the educational system practices sorting, but they disagree on how the educational system enacts that sorting. Functionalists believe that the schools sort based on merits; whereas conflict theorists believe that schools sort based on distinct class and ethnic lines. Conflict theorists believe that schools train those who are in the working class to accept their position as a lower-class member of society. This role of education is called â€Å"hidden curriculum†. Conflict theorists have several key factors that defend their position. They feel because property taxes fund most schools, schools in affluent districts have more money. The students who live in these kinds of areas are more likely to get into the best colleges and have a better chance of being tracked into higher-paying professions. Students who are in less affluent neighborhoods do not have these kinds of advantages. They are less likely to go to college and more likely to go to a vocational school or technical training. â€Å"Employers routinely use education as a selection tool. Jobs with a high social status such as executives, Wall Street Lawyers, and politicians at the national level are almost exclusively recruited from elite universities. While employers looking for middle management and other white-collar workers, require certain levels of education that indicate sufficient motivation and social experience. (Jason Todd, n. d. ) Interactionism â€Å"Interactionist perspective is a sociological approach that generalizes about everyday forms of social interaction in order to explain society as a whole. † (Schaefer, 2010) Interactionists are primarily concerned with relations and transactions in the school house. Interactionists are more concerned with the daily grind of the students and the transac tions that occur between the students and the teachers or any other person that is involved with the student. Because they are concerned with this they disregard the basic physical factors, which are whether the schools are urban or rural, a large educational complex or a small one, or if the schools have a highly bureaucratic system or not. For example, interactionists would be more concerned with the roles that other people play in the students’ education. They are concerned with the efficiency of a student’s education and the quality of a child’s academic experience. Interactionists believe that it is important for students and teachers or any other person who is involved in that student’s life. Every student needs to know that their voice is being heard. It is very important for a teacher to understand every one of their students, because every student is different. I think that is what interactionists are trying to get at with their theory. Before a student can really learn, they need to be able to listen. And before they will listen they have to know whether they can trust that person or not. In the beginning a teacher’s primary goal should be to gain the trust of their student’s. When a teacher is able to gain the trust of their student’s, then the student’s will listen. The theories that have been discussed here are very different from one another, but they are not far from the truth. Unfortunately we see these things every day. Functionalists and Conflict theorists believe that if you live in a high profile neighborhood then you will go to a high profile school, and when you go to a high profile school you will get noticed by the best colleges and you will have a very wealthy successful career. If you live in a lower-class neighborhood you will have a more difficult time getting into a great college and living the life that upper-class people live. Although we do not like this, it is true. There are many people that face this unfairness every day. Interactionists believe a more delicate theory. They believe that a good social communication between students and peers, teachers, family members, or any other person that comes in contact with the student on a daily basis is the most important part of a student’s ability to learn and succeed. Even though most people feel theories are just someone’s opinions, education has many different theories that support it because these theories help people understand education better and these theories are all different but yet they help identify what education really is. Education is what you make of it. I leave you with a quote by Booker T. Washington that felt as though it does not matter where you came from in order to be successful, but how hard you worked is the key: â€Å"Success is to be measured not so much by the position that one has reached in life as by the obstacles which he has overcome while trying to succeed. † References Cliff Notes. com. (2010). Theories of Education. Retrieved November 22, 2010 from http://www. cliffsnotes. com/study_guide/topicArticleId-26957,articleId-26914. html King Jr. , M. L. (n. d. ). Education Quotes to Impart knowledge, Wisdom, and Deepen Understanding In All Arenas of Life Arenas of Life. Retrieved November 22, 2010 from http://famousquoteshomepage. com Shaefer, R. T. (2009). Sociology: A Brief Introduction 8th Edition. McGraw-Hill, New York, New York. Page 422, 420 and 423 Todd, J. (n. d. ). Functional and Conflict Theory: Point of View. Retrieved November 22, 2010 from http://www. helium. com/items/779460-functional-and-conflict-theory-a-point-of-view Washington, B. T. (n. d. ). Inspirational Educational Quotes for Students. Retrieved November 22, 2010 from http://www. successcds. net/student_quotes. htm How to cite The Impact of Sociological Theories in Education, Papers

Interview with a Black Market Worker Essay Example For Students

Interview with a Black Market Worker Essay Underground Economy? Did you hear something about it? Underground Economy is also known as â€Å"black market†. In which services and goods are traded illegally. It is also considered as a subject of the informal economy, of which 1. 8 billion people worldwide are employed. Underground Economy is also the people who not pay any taxes to the government. Some examples of underground economic activities include sexual exploitation and forced labor, illegal drugs, tobacco, fuel, weapons, etc. people engaged in the black market usually run their business hidden under a front business that is legal. In my interview with Stella Marrie Sosmeà ±a, 20 years of age, she been a buko vendor for four years from now. This is her main source of livelihood. She never thought of the hardships she has been undergoing in vending buko like being in the streets for whole day and bearing the heat of the sun. According to her, she has to do this feed her three children of which the youngest is two years old. Sometimes she even tags along this kids to help her in her work. Form this she can earn 800 pesos a day. Despite this amount she is still happy for it because this can suffice the expenses of her children especially the daily needs and most important the everyday milk of her 2 years old child. She knew that this is only enough for their daily expenses. However she has to do this since she has to cope with all the needs at home and for children. Furthermore she still manages to save 200 to 300 pesos a day for emergency purpose in this type of work. Moreover she knew in the first that vending buko is not a permanent work. Especially if it at times you’ve got nothing to save for that day. At times you cannot meet your expectation especially if your goods are not sold out. However she understands that this is how it is to run a business. You have to set things right for your business to grow. You need to thinks of new trends in order to meet the changing needs of society. Creativity in running a goods to sell whether this goods are bought immediately so the business can run fast. She has to bear and know all this things so that the money, time and effort you have installed in your work would not be put to waste and most importantly for a brighter future for herself and for the whole family. They came from the province and thought of migrating to the city to live a rural life. According to her in the province you cannot succeed. Life there is really hard. There are no opportunities for work and to manage a business because the facilities needed are not provided. If there are, it is expensive which will make one to spend munch in starting a business. During my interview, its right and then that I know how hard their life all those years. Even though she is pregnant, she still working not knowing if what she gain from selling is enough for her children. I noticed ate Stella while I was interviewing her, even though she is tired in working, she still managed to smile sand always courteous to all the people around her. I then realized how lucky I am because I did not experienced those kind of hardship in life. I salute ate Stella for the reason that she is really sacrificing and working hard for her children. Its really worth buying her product (buko juice) because I know in my heart that I am helping ate Stella and her family.