Academic success is more than just getting high grades

Academic success has been found to be strongly associated with fiscal success, societal mobility, higher educational attainment and even higher occupation places ( Goldhaber, 1996 ) . This would intend that educational experiences should jointly fix the pupil for the academic demands of higher instruction in order to see positive academic public presentation that would take to academic success. Academic success is more than merely acquiring high classs and executing magnificently in class demands and tests, it is a positive manifestation of the pupils ‘ ability to larn from their categories and to take what they have learned into a working cognition of their chosen field ( Walberg & A ; Bast, 2004 ) . Academic success in college nevertheless has non been the focal point of high school course of studies ; the chief intent of high schools is to graduate pupils and to be able to measure up them for admittance to colleges. In consequence, it was found that the relationship between high school plans and college course of study is inconsistent at best ( Gradstein & A ; Justman, 2005 ) . High schools have given more focal point on acquiring their alumnuss into college, without much idea about how their pupils would execute in college. It is normally assumed that the old ages spent in old educational degrees would finally fix the pupil for college. However, the nexus between high school and college public presentation remain to be weak and the association seems to be mediated by other factors such as socioeconomic position, type of school ( Bedi & A ; Garg, 2000 ) , personality and course of study. College public presentation has been found to be influenced by high school classs ; nevertheless, the influence was minimum and was merely true at the start of first-year twelvemonth. High school classs were non able to foretell college public presentation in the higher college old ages. This would besides back up the findings that high school instruction does non concentrate on the instruction of accomplishments and cognition that would guarantee academic success in college ( Waters & A ; Marzano, 2006 ) . The weak nexus between high school classs and college nevertheless was pointed out to be due to the fact that during the 3rd and 4th twelvemonth in college, courses become more specialised and geared towards the pupils major. It has been argued that high school classs predicted academic public presentation during first-year twelvemonth where pupils need it most. On the other manus, some argue that college public presentation is more of import in that it teaches the pupil the accom plishments and cognition necessary for the pattern of a calling or profession. Aside from high school classs, old researches on college success had identified the importance of the pupils ‘ attitudes towards their acquisition and experiences in the university. Attitudes have been found to be strongly related to one ‘s behaviour, therefore, it would follow that the more positive the attitude is, the more positive the behaviour will be ( Petty & A ; Krosnick, 1995 ) . Consequently, negative attitudes had been found to be associated with negative and destructive behaviour ( Eason, Giannangelo & A ; Franceschini III, 2009 ) . It would besides follow that the more pleasant and positive the attitudes towards acquisition, so, the better the public presentation in one ‘s classs. Positive attitudes had non been systematically associated with higher motive or better public presentation, but the relationship of negative attitudes to behavior has been good documented. Negative attitudes about ever led to hapless public presentation, hapless classs and les s engagement in the school. Furthermore, less than positive attitudes towards the school or the university in general had been found to be prognostic of dropouts and abrasion rate ( Spillane, 2010 ) . It is hence of import for colleges and universities to measure their pupil ‘s attitudes and experiences in the university in order to supply plans and establish policies that would promote positive attitudes and better acquisition. College public presentation has been traditionally measured utilizing college classs such as GPA and admission trial tonss. College admittance trials non merely screen and topographic point pupils into different classs, but it step prior acquisition, which high schools provide ( Greene & A ; Kang, 2004 ) . However, since high school classs can non wholly predict college success, other pertinent variables that had been associated with college success has to be investigated in order to place which factors impact college public presentation and success. One of the most researched factors is that of school type ( Quah, Lim & A ; Brook, 2010 ) . The argument on private versus public instruction had spurned legion discourse and surveies on how type of school might act upon academic public presentation, particularly high school instruction and how it affects college public presentation ( Epple, Figlio & A ; Romano, 2004 ) . Like high school classs, the difference between private and public school instruction as it pertains to college academic public presentation had been inconclusive ( Sandy, 1989 ) . The difference in the public presentation of pupils from private high schools compared to pupils from public schools were minimum, and decreased even more when the pupils reached higher twelvemonth degrees in college ( Jimenez & A ; Sawada,2001 ) . However, what was a consistent determination from these researches was the observation that private school alumnuss tend to execute better academically, tend to hold higher tonss in admittance trials and achievement trials. Educators and educational research workers have accepted the thought that private school pupils do better when compared to public school pupils even when all confounding variables had been controlled such as socioeconomic position and intelligence ( Frey, 1992 ) . With this statement ; the inquiry of what is the difference between private and public schools and why is it that private schools tend to bring forth better scholars and performing artists than public schools need to be answered. At first pedagogues frequently cited the difference in the sort of pupils catered to by the private schools from the public schools and pointed out that the difference in public presentation can non wholly be accounted to the type of school ( Buddin, Cordes & A ; Kirby, 1998 ) . Factors such as old acquisition, course of study, socioeconomic position, household background and civilization influenced academic public presentation ( Coleman & A ; Hoffer, 1987 ) . Recently, the consistent findings that indicate that private school pupils perform better academically have made educational research workers and theoreticians rethink their premises. Research conducted in Europe and Asia ( Cox & A ; Jimenez, 1990 ; Psacharopoulos, 1987 ) has reported that private school pupils do execute better in academic related undertakings than their public school opposite numbers ( Ridell, 1993 ) . Arguably, type of school is related to college public presentation, being that private school alumnuss besides perform better in college than public school alumnuss. Since, the observation is in the type of establishment or organisation, so factors that might explicate why private school alumnuss are academically better prevarications in the organisational features of the schools and non so much on the sort of pupils they produce ( Walberg & A ; Bast, 2004 ) . It is besides more appropriate to place which organisational factors had been found to act upon pupil outcomes more than any other factors ( Dee, 1998 ) . Literature on school pick and answerability have pointed out that school leading to a great extent influences the entire quality and public presentation of a school. Furthermore, the school ‘s course of study was pointed out as a cardinal determiner of the sort of preparation and direction that the pupils receive ( Wray, 2007 ) . Besides, the sort of instructors that sc hools employ to learn the pupils besides play a immense function in the learning procedure of the pupils, schools differ in their instructor demands, and it would look that private schools have stricter guidelines when it comes to the choice and enlisting of instructors ( Greene & A ; Kang, 2004 ) . School leading has been found to be a primary index of the quality of pupil and school results ( Bess & A ; Goldman, 2001 ) . Schools with a more involved and motivated leader have been found to be associated with better teacher-parent relationships, less school force, higher achievement trial tonss and higher graduation rates. On the other manus, schools with hapless leading fail to make expected school public presentation in footings of pupil accomplishment and are related to higher dropout rates, higher instructor abrasion and school force. School leading has besides been associated with better acquisition environments and the development of plans and steps that cultivate the academic and personal development of pupils ( Bryman, 2004 ) . School principals by and large assume leading functions and they manage, motivate, lead and countenance the instructors, forces and pupils and construct positive relationships with parents and stakeholders. Principals by and large stay in one scho ol for non less than 3 old ages so that they would be able to establish alteration and make a school civilization for that school ( Chance & A ; Chance, 2002 ) . Hence, it is of primary importance that school principals and the sort of leading they pattern would supply rich information on the difference between private and public schools. The really kernel of a school is found in its course of study. The school ‘s course of study provides the acquisition subjects, the instructional stuffs, the educational attacks and larning aims every bit good as the school ‘s topics and class offerings ( Bishop, 1995 ) . There are different types of course of study and it frequently reflects the civilization and the mission and vision of the schools ( Kelly, 2009 ) . Schools differ in their course of study offerings because schools tailor fit their subjects and larning activities to the world of the pupil population that they cater to ( Deng, 2010 ) . If the school chiefly provide developing in the humanistic disciplines, so the course of study would be geared towards the instruction of the different art signifiers and supply the chance for the look of said art signifiers. Alternatively, high schools that follow a more scientific discipline and math-based course of study would besides plan a course of study focused on th e instruction of more math and scientific discipline topics. A closely related factor to course of study is the quality and learning accomplishments of the school ‘s module. Teachers have been trained in different topics so that they could supply a holistic acquisition experience to their pupils. The act of instruction is nevertheless more than merely giving treatments and quizzes. Teachers who consequence alteration or motivate pupils to execute more ; those who facilitate acquisition and the command of accomplishments are the sort of instructors that provide quality instruction to the pupils ( Murray & A ; Male, 2005 ) . Public schools by and large have similar instructor demands and frequently follow what the jurisprudence authorizations, while private schools may be more discriminating and have stringent instructor demands. Therefore, it would follow that better and more effectual instructor are recruited and retained by private schools because they can offer them better wage and benefits and professional support ( Murray & A ; Male, 2005 ) . If better instructors are in the private schools, so public school pupils are already at a disadvantage. The present survey will be analyzing and researching the college public presentation and attitudes of college pupils and distinguish private and public schools in footings of school leading, course of study and instructor demand. The college public presentation will be measured utilizing the university database on the admittance trial tonss and GPA in first-year twelvemonth while the comparing and contrast of private and public schools will be discussed through an interview with school caputs or decision makers harmonizing to leading, course of study and instructor demand in the province of Kuwait.Statement of the ProblemThe influence of old larning experiences to future academic public presentation has been the topic of research in acquisition and school psychological science as it has been established that there is an association between the types of old experiences to the degree of academic public presentation that pupils manifest. For illustration, pupils with prekindergarten ins truction perform better in kindergarten than kids who did non hold any educational experience. In add-on, pupils who take progress classs in math and scientific discipline in high school, do better in math and scientific discipline classs in college ( Murray & A ; Male, 2005 ) . Furthermore, groundss of such influence can besides be found in the admittance trial tonss and the general point norm of high school pupils upon admittance to college. Students who have high admittance trial tonss and high school GPA have better classs in their college classs than pupils who have low tonss and low mean GPA. Equally of import as the old acquisition experiences are to future academic public presentation, the type of school is besides an every bit of import factor that influences future academic public presentation. Previous literature had reported that there is a difference in the college public presentation of pupils from private and public high schools ( Schlesser & A ; Finger, 1963 ) . Being, that pupils from private high schools tend to make better academically than public school pupils in college. This underscores the research job of the present survey, which is to set up the difference in the college public presentation and attitudes towards university of college pupils from private and public high schools. Furthermore, the supposed difference between private and public schools will be assessed in footings of school leading, course of study and instructor demand. The job that this survey aims to decide is why and how does private schools produce alumnuss who perform better academica lly in college.Variables of the StudyThis survey on the college public presentation and attitudes of college pupils towards university experiences as a map of the difference between private and public schools in footings of school leading, course of study and instructor demand will be researching and analyzing a figure of variables. The first variable is college public presentation ; this would mention to the academic public presentation of college pupils in Kuwait University. This will be operationally measured as the college GPA of pupils in Kuwait University from the first to the 4th twelvemonth degree from 2006 to 2010. The college GPA has been chosen in this survey, as it is a manifestation of the public presentation of the pupils in their single categories. Teachers assign classs to pupils commensurate to their public presentation and command of the said class. The 2nd variable is the attitudes of the pupils towards their experiences in the university. This will be measured utilizing an interview protocol designed to measure the ideas, feelings and behaviour of the pupils towards the different facets of university life, such as larning experiences, instructor qualities, socialisation, learning resources and support and acquisition environment. Selected pupils will be interviewed to pull a rich description of how pupils perceive the quality of their acquisition experiences. The 3rd variable has to make with the premise that private and public schools differ as an organisation, and such factors include school leading, course of study and instructor demand. School leading will be assessed in footings of how school decision makers manage and take the school as a individual organisation. Curriculum will mention to the educational model and class offerings of the school while teacher requirement pertains to the needed competences, accomplishments and educational preparation of instructors hired in the schools. These variables will be assessed through an interview of 10 school decision makers, where each half heads a public and private high school severally. It is hopes that the interviews will clarify the difference in the organisational features of private and public schools in the State of Kuwait.Purpose of the StudyThe intent of this survey is to find the being of the difference and advantage of private school alumnuss from public school alumnuss in relation to their academic public presentation in college. This difference will be identified utilizing the college GPA of the pupils from first to the 4th twelvemonth degree. The pupils â⠂¬Ëœ GPA will be accessed through the university ‘s records database and will be categorized into private and public school alumnuss. This aim is necessary to back up and give grounds of the findings of the old literature on type of high school and college success. A 2nd intent of this survey is to place and depict the attitudes of college pupils towards university experience and to happen out if the attitudes of private school alumnuss differ from their public school opposite numbers. This would enrich the first research purpose, since it would supply a more accessible and human component in the survey. Students are expected to differ in their perceptual experience of university experiences and it is interesting to happen out whether such outlooks will be proved correct or incorrect in the visible radiation of their old educational experiences. A 3rd intent of the present survey is to find why and how private high schools produce alumnuss who perform academically better than public school alumnuss do. This will be explored utilizing an interview of school decision makers on their type of school leading, course of study and instructor demand. The mentioned organisational factors had been found to strongly act upon the quality of instruction that the school provides its pupils than any other factor. The learning experiences of pupils is frequently dependent on the sort of leading that the school decision maker has, it is besides dependent on the course of study of the school as it identifies which topics are offered and what accomplishments are mastered. Last, instructor demands is besides included since instructors facilitate and provide pupils with learning activities and their ain command and accomplishments in their topic and instruction impacts pupil acquisition.Significance of the StudyThe private versus public school a rgument is still a critical issue among parents, pupils, school decision makers and pedagogues since it places one type of school in competition with another school. Research on the differences of pupil results between private and public schools have repeatedly shown that private school pupils do better in steps of academic public presentation such as accomplishment trials, diagnostic trials, admittance trials and college GPA. This observation has besides been found in other states in Europe and Asia where private schools by and large outperform public schools in footings of achievement trial tonss ( Zembat, KocyiAYit, TuAYluk & A ; DoAYan, 2010 ) . In the State of Kuwait, more pupils attend public than private schools and more Kuwaitis attend public school while aliens who reside in Kuwait prefer to go to private schools. The significance of this survey to the educational system of the State of Kuwait is apparent, as it will supply cognition of the public presentation of private and public school alumnuss in college and cognize whether the difference in the public presentation of the said schools is true in the State of Kuwait. This survey will besides take to a better apprehension of how pupils perceive their experiences in the University of Kuwait and will assist the university functionaries come up with plans that would better and keep the positive attitudes of pupils towards the university. Furthermore, this survey would besides supply the educational sector of the State of Kuwait and the field of instruction in general information and apprehension of the difference of between private and public high schools in footings of school leading, course of study and instructor demands. This survey is besides expected to clarify information that will explicate why private schools produce better executing p upils in college and in other steps of academic public presentation. Last, this survey would besides enrich the literature on the private and public school argument in footings of its quantitative and qualitative attack to this survey.Research Questions and HypothesissThis exploratory survey on the college academic public presentation and attitudes of college pupils towards university experiences as a map of differences among private and public high schools in footings of school leading, course of study and instructor demands in the State of Kuwait will supply replies to the undermentioned research inquiries. What is the difference in the academic public presentation of college pupils in the University of Kuwait in footings of their GPA and type of high school? What are the attitudes of college pupils towards their experiences in the University of Kuwait? What are the differences between private high school alumnuss and public high school alumnuss in their experiences in the university? What are the most prevailing leading manner, course of study and teacher demand among private and public high schools in the State of Kuwait? How make private and public high schools differ in their organisational maps in footings of school leading, course of study and instructor demand? What are the deductions of the differences in the leading, course of study and teacher demand among private and public high schools to college academic public presentation? Aside from the research inquiries, a few research hypotheses will besides be tested in this survey in order to set up that there is an apparent difference in the college public presentation of pupils from private and public high schools in the State of Kuwait. This survey aims to prove the undermentioned hypothesis: Private high school alumnuss have higher admittance trial tonss than public high school alumnuss in the admittance trials of the University of Kuwait. Students who graduated from private high schools have higher college GPA than pupils who graduated from public schools. There is a important difference in the admittance trial tonss and college GPA between pupils from private and public schools.Restrictions of the StudyThis survey on the difference of college public presentation and attitudes towards university experiences as a map of the difference in the school leading, course of study and teacher demand of private and public schools in the State of Kuwait have a figure of restrictions that are built-in to the survey. The first restriction is in the usage of admittance trial tonss and college GPA as steps of college academic public presentation, since it does non take into history the possible effects of ripening and acquisition. Students ‘ ability to reply trials and tests and complete documents and demands are to a great extent influenced by their survey wonts, intelligence, and personality to call a few. However, admission trial tonss and college GPA are the most apparent merchandises of the pupils ‘ acquisition and work in their old school and in their topics in college. Since this survey involves the usage of the full college database, the sheer figure of pupil tonss and GPA in this survey will reply the said restriction, as it will guarantee a robust sample size that is closest to the true population. A 2nd restriction of this survey is the usage of one on one interview as a information aggregation method for the attitudes of college pupils towards university experiences and the difference in the school leading, course of study and teacher demand of private and public schools. The interview is a subjective method and sometimes the research worker has no control over what the interviewee will happen interesting and deserving speaking about, sometimes it is beyond the research aims of this survey. Furthermore, since the school decision makers will be interviewed, there is no manner of cognizing whether the school decision makers are being true or non. However, this survey will be following an interview protocol, which will guarantee that the same inquiries for each participant will be asked, therefore keeping standardisation of the interview procedure.Definitions of FootingsIn order to depict and operationally specify the variables of this survey, the undermentioned definition of ea ch variable and footings used in the present survey is provided. College academic public presentation refers to the general public presentation of the college pupil during his or her college instruction in the University of Kuwait. Academic public presentation is differentiated from public presentation merely as it pertains to the public presentation of the pupil in his or her topics, which is given matching classs. These classs are assumed to reflect the sort of attempt and cognition that the pupil brings to his or her college classs ( Schlesser & A ; Finger, 1963 ) . In this survey, college academic public presentation is measured in footings of the admittance trial mark and the college GPA of the college pupils. Admission trial tonss refer to the tonss of the pupils in the admittance trial of the University of Kuwait. The trial is given to graduating high school pupils and serves as a showing and placement step for admittance to college ( Schlesser & A ; Finger, 1963 ) . The tonss that will be used in this survey will be the entire percentile rank tonss of the pupils. College GPA or grade point norm refers to the mean class of the pupil for a given twelvemonth. Since all pupils from 2007 to 2010 will be included in the survey, college GPA for each twelvemonth degree will be represented. The college GPA is computed harmonizing to the figure of unit credits of a given topic and multiplying the figure of units with the topic class. All of the ensuing capable classs will so be averaged to bring forth the GPA ( Schlesser & A ; Finger, 1963 ) . Attitudes refer to the psychological province of wishing or disliking a certain object, event, organisation, experience and societal phenomena. Attitudes are normally cognitive and are manifested through one ‘s behaviour, emotions and thoughts ( Petty & A ; Krosnick, 1995 ) . In this survey, attitudes towards university experience will be explored utilizing single interviews of college pupils. Private schools refer to the type of school found in most societies. Private schools by and large are run and owned by private groups and persons. These types of schools are for or non for net income and pupils normally pay a certain fee to go on analyzing in the assistance schools ( Greene & A ; Kang, 2004 ) . In this survey, private schools in the State of Kuwait will be identified harmonizing to the list of schools provided by the Ministry of Education of the State of Kuwait. Public schools refer to the type of schools that are largely operated and managed by the populace and the authorities. Public schools provide entree to instruction for most members of society and are frequently free of charge. These schools are subsidized by their authorities and are the majority of the educational system of any state ( Greene & A ; Kang, 2004 ) . In this survey, public schools will be identified harmonizing to the list of schools provided by the Ministry of Education of the State of Kuwait. School leading refers to the sort of leader and the leading manner of a given school decision maker ( Spillane, 2010 ) . In this survey, school leading is described by the school decision maker in their response to the interview inquiry of the present survey. Curriculum refers to the school ‘s set of classs and topics which predetermine the sort of cognition and accomplishments that will be taught to the pupils. Curriculum in formal instruction means a larning plan from which the topics, content, accomplishments and stuffs for the instruction and acquisition of the pupils are based ( Fraser, 1981 ) . In this survey, the school decision makers will depict course of study in footings of how it was designed, developed and implemented. Teacher demand refers to put of accomplishments, cognition, experience and preparation that a instructor should hold before using for a teaching occupation ( Koster, Brekelmans, Korthagen & A ; Wubbels, 2005 ) . The Ministry of Education for the public schools frequently determines instructor demands, but private schools have more room for recruiting and choosing instructors harmonizing to a more rigorous instructor demand. In this survey, school decision makers will besides depict teacher demand for both private and public schools in item.

A Whole New World

This week I attended a one-time screening for a movie called Derby Baby. It was a documentary film on women who play roller derby. It was a small screening in a town called Wilmette. Over the past year I have been introduced to the culture and world of roller derby by my girlfriend. I have been able to experience many different events related to the culture, but this movie brought a different life to the culture of roller derby. I never looked at the sport or hobby as a culture but have realized what a culture it is for many people. The clothing that is worn, the love, the passion, the life, the commitment; these are all so different that my lifestyle. People who love roller derby commit their lives to it, their free time; their friends are all in roller derby or volunteer. The sport is volunteer ran, the games, the practices, the players, no one is paid for what they do. Not many cultures of sports are like this, which makes them very unique. I used to find myself judging the people in roller derby, assuming they were all outgoing and spontaneous people, but over the past year and from this movie I have learned it is an outlet for many. It is a place where quiet people can bring out a different side of them and a place where the outgoing can be more crazy and exciting. Roller derby is not just a game for entertainment; it is a way of life for many. The level of commitment depends on the individual. A player not only plays but volunteers, joins a committee within the league, coaches, trains, parties, they do it all. You can also have a love for derby and not play; you can be a referee or a fan who is highly involved. The possibilities are never ending. It is a passion that many do not know about, like many other cultures it is waiting to be found. A whole new world The world has gone far from what it was a century ago. As the world grows old, things on it, around it, and under it have changed considerably; many were even replaced by new ones.   As time goes on, man has invented and innovated much on four major human activity sectors: industry, energy, transportation and agriculture. (B Goldstein, 2002)Humans have been blinded by the dramatic changes and improvements on their ways of living brought about by technological advancements, industrialization and the transformation of almost everything in this whole new world For all of these, man has sacrificed his most precious wealth: his health. If we are to unveil the mask of this whole new world, we will see that what we actually have is a set of whole new pollutants- the gravest threat to human health.In the two independent studies conducted in California relative to the health hazards of exposure to the soot in diesel emissions, researchers has released alarming result figures. In 2005 half a million of work and school absences, and at least 1,100 premature deaths were caused by breathing emissions from old diesel equipment. (Union of Concerned Scientists) So this is our prize for desiring to have this whole new world a highly industrialized one. The birth of high rise buildings, the construction of hospitals and transportation facilities, comes the birth of soot. Soot particles come directly from the tailpipe of engines and contribute to the unhealthy levels of particulate matter (PM) (UCS p.20).The fine particulate matter â€Å"lodges like tiny razor blades deep in human lungs† according to Kevin Hamilton, who have led one of the two studies in California. Particulate pollution as Don Anair of the Union of Concerned scientists puts it is a â€Å"silent killer†. What the world gets from industrialization are heart diseases, asthma and cancer. The compensation of development is hundreds of different chemicals from the diesel soot: sulfates, ammonium, nitra tes, elemental carbon, condensed organic compound, carcinogenic compounds, arsenic, selenium cadmium and zinc. If one thinks that he can get rid of this pollution by going out of the city, he is wrong. The study even found out 2that soot particles is present at the South Pole.Suggestions as to solving this problem include basically replacing the old equipment with new ones. The sad thing about this is that most of these equipment last for 20 to 30 years. That would mean humans still have to have themselves exposed to this pollution for two to three decades before they will be replaced with less-emitting machines. Taking this fact: 3for every additional 10 micrograms of soot in a cubic meter of air is equivalent to 4.5% increase in heart attacks, how many lives will still be sacrificed in three decades? Being also a cancer-causing agent, soot pollution is not supposed to be taken for granted.  The California Air Resources Board reported that soot is responsible for 70% of the risk of cancer from airborne toxics. No one is safe and exempted from the deadly effects of diesel pollution, especially those who are living in soot-polluted areas like California. In fact, the 26% increase in mortality rate in such areas is attributed to soot-pollution.One does not have to be an environmentalist in order to know what is actually going on with the air we all breathe. We do not have to be scientifically inclined in order to understand what these research studies figures are all about. We just have to have a little concern of the future, especially the lives of the children who have no chance of altering their future. Their only choice, if it is a choice, is to live in the world where their parents brought them up: a polluted world brought about by industrialization. I am not against development, nor am I against industrialization. I am against the carelessness of the proponents of this development who obviously have overlooked the long term health effects of these proces ses.There is no escape to industrialization- the world, being governed by the laws of the material-driven humans, is inclined to be there. What has been done can no more be undone, and that is the sad truth. But there is a means of deterring the worst scenario: laws that will regulate the further use of soot-emitting engines or equipment.The government has to genuinely work hard to ensuring the safety of their people, as they are expected to do so. The human health and the environment can no more wait. The best time to act is now. The chance of this growing old world of getting a better place to live in is declining. We can no more turn back time, what has been lost is lost forever. Let us not lose what we still have today.WORKS CITEDWilson, Janet. â€Å"The Dire Health Effects of Pollution Reported.† The Los Angeles Times. December 05, 2006. Retrieved from http://www.topix.net/content/trb/3412963485317685650330925717330288178910 on February 20, 2007Environmental Health Persp ectives. â€Å"Seeing Through the Soot†. Retrieved from http://www.ehp.niehs.nih.gov/members/2002/110-8/innovations.html on February 20, 2007 Union of Concerned Scientists. â€Å"Clean Vehicles. Diesel Pollution Primer†. Retrieved from http://www.ucsusa.org/clean_vehicles/big_rig_cleanup/life-of-soot-diesel-pollution-emissions-and-health.html on February 20, 2007 Goldstein, Bernardo (2002). â€Å"Pollution Health Article†. Gale Encyclopedia of Public Health. The Gale Group, Inc. Macmillan Reference USA. New York. Retrieved from http://www.healthline.com/galecontent/pollution on February 20,2007

Night World : Soulmate Chapter 16

It was a very long time before Hannah heard footsteps again. She distracted herself during the long wait by whistling songs under her breath and thinking about the people she loved. Her mother. Her mother didn't even miss her yet, didn't know she was gone. But by tomorrow she would. Tomorrow was May first, Hannah's birthday, and Chess would give her mother the letter. Chess, of course. Hannah wished now that she'd spent more time saying goodbye to Chess, that she'd explained things better. Chess would have been fascinated. And she had a right to know she was an Old Soul, too. Paul Winfield. That was strange-she'd only known him a week. But he'd tried to help her. And at this moment, he knew more about Hannah Snow than anyone else in Montana. I hope he doesn't start smoking again if he rinds out I'm dead. Because that was probably how she would end up. Hannah had no illusions about that. She had a weapon-but so did Maya, and Maya was much faster and stronger. She was no match for Maya under the best of circumstances, much less when she was weak and feverish. The best she could hope for was to get Maya to kill her while she was still human. She thought about the Circle Daybreak members. They were good people. She was sorry she wouldn't have the chance to know them better, to help them. They were doing something important, something she instinctively sensed was necessary right now. And she thought about Thierry. He'll have to go wandering again, I guess. It's too bad. He hasn't had a very happy life. I was starting to think I could take that sadness out of his eyes†¦. When she heard a noise at last, she thought it might be her imagination. She held her breath. No. It's footsteps. Getting closer. She's coming. Hannah shifted position. She had stationed herself near the mouth of the cavern; now she took a deep breath and eased herself into a crouch. She wiped her sweaty right palm on her jeans and got a better grip on her stake. She figured that Maya would shine the flashlight toward the pole where Hannah had been tied, then maybe take a few steps farther inside the cavern, trying to see what was going on. And then I'll do it. I'll come out of the darkness behind her. Jump and skewer her through the back. But I've got to time it right. She held her breath as she saw light outside the mouth of the cavern. Her greatest fear was that Maya would hear her. Quiet†¦ quiet†¦ The light came closer. Hannah watched it, not moving. But her brain was clicking along in surprise. It wasn't the slanted, focused beam of a flashlight. It was the more diffuse pool of light from a lantern. She's brought another one. But that means†¦ Maya was walking in. Walking quickly-and not pausing. She couldn't shine the light onto the pole yet. And she didn't seem anxious to-apparently it didn't occur to her that she needed to check on Hannah. She was that confident. Hannah cursed mentally. She's going too far-she's out of range. Get up! Her plan in ruins, she flexed her knees and stood. She heard a crack in her knee joint that sounded as loud as a gunshot. But Maya didn't stop. She kept going. She was almost at the pole. As silently as she could, Hannah headed across the cavern. All Maya had to do was turn around to see her. Maya was at the pole. She was stopping. She was looking from side to side. Hannah was behind her. Now. Now was the time. Hannah's muscles could feel how she had to stab, to throw her weight behind the thrust so that the stake went in under Maya's left shoulder blade. She knew how to do it. †¦ But she couldn't. She couldn't stab somebody in the back. Somebody who wasn't menacing her at the moment, who didn't even know they were in danger. Oh, my God! Don't be stupid! Do it! Oh, my Goddess! a voice echoed back in her head. You're not a killer. This isn't even self-defense! Frustrated almost to the point of hysteria, Hannah heard herself let out a breath. It was wet. She was crying. Her arm drooped. Her muscles collapsed. She wasn't doing it. She couldn't do it. Maya slowly turned around. She looked both beautiful and eerie in the lantern light. She surveyed Hannah up and down, looking in particular at the drooping stake. Then she looked at Hannah's face. â€Å"You're the strangest girl,† she said, in what seemed to be genuine bewilderment. â€Å"Why didn't you do it? You were smart enough to get yourself out and make yourself a weapon. Why didn't you have the guts to finish it?† Hannah was asking herself the same thing. Only with more expletives. I am going to die now, she thought. And maybe die for good-because I don't have guts. Because I couldn't kill somebody I know is completely evil and completely determined to kill me. That's not ethics. That's stupid. â€Å"I suppose it's that Egyptian temple training,† Maya was saying. â€Å"Or maybe the life when you were a Buddhist-do you remember that? Or maybe you're just weak.† And a victim. I've spent a couple thousand years being a victim-yours. I guess I've got my part down perfect by now. â€Å"Oh, well. It doesn't really matter why,† Maya said. â€Å"It all comes down to the same thing in the end. Now. Let's get this over with.† Hannah stared at her, breathing hard, feeling like a rabbit looking at a headlight. Nobody should live as a victim. Every creature has a right to fight for its life. But she couldn't seem to get her muscles to move anymore. She was just too tired. Every part of her hurt, from her throbbing head to her raw fingertips to her bruised and aching feet. Maya was smiling, fixing her with eyes that shifted from lapis-lazuli blue to glacier green. â€Å"Be a good girl, now,† she crooned. I don't want to be a good girl†¦. Maya reached for her with long arms. â€Å"Don't touch her!† Thierry said from the cavern mouth. Hannah's head jerked sideways. She stared at the new pool of light on the other side of the cave. For the first few seconds she thought she was hallucinating. But, no. He was there. Thierry was standing there with a lantern of his own, tall and almost shimmering with coiled tension, like a predator ready to spring. The problem was that he was too far away. And Maya was too fast. In the same instant that it took Hannah to make her brain believe her eyes, Maya was moving. In one swift step, she was behind Hannah, with her hands around Hannah's throat. â€Å"Stay where you are,† she said. â€Å"Or I'll break her little neck.† Hannah knew she could do it. She could feel the iron strength in Maya's hands. Maya didn't need a weapon. Thierry put the lantern down and raised his empty hands. â€Å"I'm staying,† he said quietly. â€Å"And tell whoever else you've got in that tunnel to go back. All the way back. If I see another person, I'll kill her.† Without turning, Thierry shouted. â€Å"Go back to the entrance. All of you.† Then he looked at Hannah. â€Å"Are you all right?† Hannah couldn't nod. Maya's grip was so tight that she could barely say, â€Å"Yes.† But she could look at him, and she could see his eyes. She knew, in that moment, that all her fears about him not wanting her anymore were groundless. He loved her. She had never seen such open love and concern in anyone's face before. More, they understood each other. They didn't need any words. It was the end of misunderstandings and mistrust. For perhaps the first time since she had been Hana of the Three Rivers, Hannah trusted him without reservation. They were in accord. And neither of them wanted this to end with a death. When Thierry took his eyes from Hannah's, it was to look at Maya and say, â€Å"It's over, now. You have to realize that. I've got twenty people down here, and another twenty on the surface waiting.† His voice became softer and more deliberate. â€Å"But I give you my word, you can walk out of here right now, Maya. Nobody will touch you. All you have to do is let Hannah go first.† â€Å"Together,† Hannah said, coughing as Maya's hands tightened, cutting off her breath. She gasped and finished, â€Å"We go out together, Thierry.† Thierry nodded and looked at Maya. He was holding his hand out now, like someone trying to coax a frightened child. â€Å"Just let her go,† he said softly. Maya laughed. It was an unnatural sound, and it made Hannah's skin crawl. Nothing sane made a noise like that. â€Å"But that way, I won't win,† Maya said, almost pleasantly. â€Å"You can't win anyway,† Thierry said quietly. â€Å"Even if you kill her, she'll still be alive-â€Å" â€Å"Not if I make her a vampire first,† Maya interrupted. But Thierry was shaking his head. â€Å"It doesn't matter.† His voice was still quiet, but it was filled with the authority of absolute conviction, a kind of bedrock certainty that held even Hannah mesmerized. â€Å"Even if you kill her, she'll still be alive-here.† He tapped his chest. â€Å"In me. I keep her here. She's part of me. So until you kill me, you can't really kill her. And you can't win. It's that simple.† There was a silence. Hannah's own heart was twisted with the force of her love for him. Her eyes † were full. She could hear Maya breathing, and the sound was ragged. She thought that the pressure of Maya's hands was infinitesimally less. â€Å"I could kill you both,† Maya said at last in a grating voice. Thierry lifted his shoulders and dropped them in a gesture too sad to be a shrug. â€Å"But how can you win when the people you hate aren't there to see it?† It sounded insane-but it was true. Hannah could feel it hit Maya like a well-thrown javelin. If Maya couldn't have Thierry as her prize, if she couldn't even make him suffer, what was the point? Where was the victory? â€Å"Let's stop the cycle right here,† Thierry said softly. â€Å"Let her go.† He was so gentle, and so reasonable, and so tired-sounding. Hannah didn't see how anyone could resist him. But she was still surprised at what happened next. Slowly, very slowly, the hands around her neck loosened their grip. Maya stepped away. Hannah sucked in a deep breath. She wanted to run to Thierry, but she was afraid to do anything to unbalance the delicate stalemate in the cavern. Besides, her knees were wobbly. Maya was moving around her, taking a step or two in front of her, facing Thierry directly. â€Å"I loved you,† she said. There was a sound in her voice Hannah had never heard before, a quaver. â€Å"Why didn't you ever understand that?† Thierry shook his head. â€Å"Because it's not true. You never loved me. You wanted me. Mostly because you couldn't have me.† There was a silence then as they stood looking at each other. Not because they understood each other too well for words, Hannah thought. Because they would never understand each other. They had nothing to say. The silence stretched on and on-and then Maya collapsed. She didn't fall down. But she might as well have. Hannah saw the life go out of her-the hope. The energy that had kept Maya vibrant and sparkling after thousands of years. It had all come from her need to win . . . and now she knew she'd lost. She was defeated. â€Å"Come on, Hannah,† Thierry said quietly. â€Å"Let's go.† Then he turned to shout back into the tunnel behind him. â€Å"Clear the way. We're all coming out.† That was when it happened. Maya had been standing slumped, her head down, her eyes on the ground. Or on her backpack. And now, as Thierry turned away, she flashed one glance at him and then moved as fast as a striking snake. She grabbed the black stake and held it horizontally, her arm drawn back. Hannah recognized the posture instantly. As Hana of the Three Rivers she'd seen hunters throw spears all the time. â€Å"Game over,† Maya whispered. Hannah had a fraction of a second to act-and no time to consider. All she thought was, No. With her whole weight behind the thrust, she lunged at Maya. Stake first. The sharp wooden point went in just under Maya's shoulder blade. She staggered, off balance, her throw † ruined. The black stake went skittering across the rough stone floor. Hannah was off balance, too. She was falling. Maya was falling. But it all seemed to be happening in slow motion. I've killed her. There was no triumph in the thought. Only a sort of hushed certainty. When the slow-motion feeling ended, she found herself the way anybody finds themself after a fall. On the ground and surprised. Except that Maya was underneath her, with a stake protruding from her back. Hannah's first frantic thought was to get a doctor. She'd never seen someone this badly hurt before- not in this life. There was blood seeping out of Maya's back around the makeshift stake. It had gone in very deep, the wood piercing vampire flesh like razor-sharp steel through a human. Thierry was beside her. Kneeling, pulling Hannah slightly away from Maya's prone form, as if she might still be dangerous. Hannah reached for him at the same time, and their hands met, intertwined. She held on tight, feeling a rush of warmth and comfort from his presence. Then Thierry gently turned Maya onto her side. Hair was falling across Maya's face like a black waterfall. Her skin was chalky white and her eyes were wide open. But she was laughing. Laughing. She looked at Hannah and laughed. In a thick choking voice, she gasped. â€Å"You had guts-after all.† Hannah whispered, â€Å"Can we do anything for her?† Thierry shook his head. Then it was terrible. Maya's laugh turned into a gurgle. A trickle of blood ran out of the side of her mouth. Her body jerked. Her eyes stared. And then, finally, she was still. Hannah felt her own breath sigh out. She's dead. I killed her. I killed someone. Every creature has the right to fight for its life-or its loved ones. Thierry said softly, â€Å"The cycle is broken.† Then he let Maya's shoulder go and her body slumped down again. She seemed smaller now, shrunken. After a moment Hannah realized it wasn't an illusion. Maya was doing what all vampires do in the movies. She was falling in on herself, her tissues collapsing, muscle and flesh shriveling. The one hand Hannah could see seemed to be wasting away and hardening at the same time. The skin became yellow and leathery, showing the form of the tendons underneath. In the end, Maya was just a leather sack full of bones. Hannah swallowed and shut her eyes. â€Å"Are you all right? Let me look at you.† Thierry was holding her, examining her. Then when Hannah met his eyes, he looked at her long and searchingly and said with a different meaning, â€Å"Are you all right?† Hannah understood. She looked at Maya and then back at him. â€Å"I'm not proud of it,† she said slowly. â€Å"But I'm not sorry, either. It just-had to be done.† She thought another moment, then said, getting out each word separately, â€Å"I refuse to be †¦ a victim†¦ anymore.† Thierry tightened his arm around her. â€Å"I'm proud of you,† he said. Then he added, â€Å"Let's go. We need to get you to a healer.† They walked back through the narrow passageway, which was no longer dark because Thierry's people had placed lanterns every few feet. At the end of the passage, in the room with the vertical shaft, they had set up some sort of rope and pulley. Lupe was there, and Nilsson, and the rest of the CIA group. So were Rashel and Quinn. The fighters, Hannah thought. Everyone called and laughed and patted her when she came in with Thierry. â€Å"It's over,† Thierry said briefly. â€Å"She's dead.† Everyone looked at him and then at Hannah. And somehow they knew. They all cheered and patted her again. Hannah didn't feel like Cinderella anymore; she felt like Dorothy after killing the Wicked Witch. And she didn't like it. Lupe took her by the shoulders and said excitedly, â€Å"Do you know what you've done?† Hannah said, â€Å"Yes. But I don't want to think about it any more right now.† It wasn't until they'd hauled her up the vertical shaft that it occurred to her to ask Thierry how he'd found her. She was standing on an inconspicuous hillside with no buildings or landmarks around. Maya had picked a very good hiding place. â€Å"One of her own people sold her out,† Thierry said. â€Å"He got to the house about the same time I did this evening, and he said he had information to sell. He was a werewolf who wasn't happy with how she'd treated him.† A werewolf with black hair? Hannah wondered. But she was too sleepy suddenly to ask more questions. â€Å"Home, sir?† Nilsson said, a little breathlessly because he'd just come up the shaft. Thierry looked at him, laughed, and started to help Hannah down the hill. â€Å"That's right. Home, Nilsson.†

History Assignment Example | Topics and Well Written Essays - 1000 words - 1

History - Assignment Example clination towards those blacks who can otherwise compete on their own but are utilizing the platform of NACCP to achieve their own objectives against the backdrop of black civil rights National Association for advancement of Colored People is one of the oldest organizations in US which has played significant role in the advancement of colored people. A torch bearer of civil movement in the country, this association was founded in 1909 and now have more than 500,000 members across the US and World. Over the period of more than 100 years, NACCP proved itself as one of gross root level organization which is also supported by Whites who are willing to erase the racial injustice in the country. The major achievements of the association include a long struggle for achieving different rights for the colored people within US most importantly their right to vote as well as forcing Federal government to end discrimination against black people. What is so significant about the history of NACCP is its ability to mobilize almost every segment of the society to fight for the rights of the black people. This struggle not only includes the non-violent sit ups but also involved a consistent persuasion of the rights of the black people within the country. Its role during civil rights movement is one of its glorious periods despite the fact that it disagreed with Luther King on different aspects of the movement. This paper will attempt to discuss the history of NACCP and how it contributed towards the rights of black people. This paper however will also provide alternative views about the role and history of NACCP also. NACCP was founded in Feb 1909 with philanthropic support from the White Population which was instrumental behind providing effective support to the black people. This was done in order to ensure that the country provides racial justice to all its citizens regardless of the color. NACCP emerged as a result of the series of violent attempts on the black population

Personal Statement for Postgraduate Study Applications Essay

Personal Statement for Postgraduate Study Applications - Essay Example Nevertheless, it allowed me to define what career I would like to choose. My graduate education showed me the importance of organization in business sphere that is why I choose business management as a possible career. Management is getting things done through other people (Caroselli, 1). As for me, good organization is crucial for getting positive results in any sphere of business. A good manager is a person, who can plan, control, motivate and reward the employees. I feel I need the education that would give me those skills. Another sphere, which makes me interested, is economic and finance. I feel that this course should help me to enhance my knowledge in the peculiarities of financial management of the company. I've always felt the importance of acquiring skills in money management. I hope this course can teach me the mechanics of financial functioning of the company, and provide knowledge on the mechanisms of getting profits and minimizing losses. In addition, I've always been interest in global economics. I hope that an advanced course in economic and finance may grant me deeper insight into this issue. For me working with schedules and deadlines is the most challenging issue.

Marketing-It's Popcorn Time Essay Example | Topics and Well Written Essays - 500 words

Marketing-It's Popcorn Time - Essay Example The popularity and wide acceptance of the internet is manifested in the increasing internet literacy and rising usage worldwide. Thus, this large potential of the internet in reaching out target market can be utilized by IPT. Through the internet technology, marketing and distribution of products can be done online by setting up a website. IPT’s products can be advertised and orders can also be taken online. This can increase customer satisfaction because they can now shop for IPT’s products in the convenience and comfort of their own homes. Through the internet, a company can also customize buyer experience through the use of value-adding features which can be manipulated by the customer. In the long run, IPT can use the internet technology to cater to a wider market since the scope of internet is global. The company can partner with a local distributor in a specific country where it wants to distribute its products while conducting order generation and processing in i ts website. Internet technology will also enable IPT to conduct business to business transactions with suppliers and distributors thereby strengthening its strategic alliances with them (Kotler 2005). Customer relationship management generally covers the activities of business organizations in managing customer relationship including collecting, storing, and analyzing customer information (Customer Relationship Management 2007). One of the aspects of this tool is the use of databases which gathers information about the demographics, past orders, and transaction history with the customer. For IPT, a customer databases is a gold mine because it enables it to identify and understand its customers. Through the various databases, IPT gain knowledge on the specific preferences of buyers with different profile. After analyzing the buying history of a customer, IPT can use the information in conducting more specific target marketing. CRM

Operations Management Research Paper Example | Topics and Well Written Essays - 2250 words

Operations Management - Research Paper Example Development of models attributed to numerous development cycle models exists and are developed to attain a range of goals. The process of choosing these models is immensely attributed to the eventual impact on the testing, which is done. In addition, it will define the techniques to be applied. Some of the software development models include RAD, Agile, Iterative and V models among others. In the case of regulation of the quality of assurance approaches, the software development cycle (SDLC) has distinctive features such as corrective measures, which defines the manner in which quality assurance should be implemented. The Plan-Do-Check-Act (PDCA) cycle is attributed to the repeated and continuous improvement of the quality assurance. This cycle is also called the Deming circle. It is imperative to note that, the application of the PDCA has proved to be more convenient and effective when compared to the adoption and use of â€Å"the right first-time† approach. It is justifiable that, the use of the PDCA cycle implies a continuous search for better approaches to improvement. The cycle is effectual in performing any kind of work and in managing programs. This cycle offers both permanent and temporary corrective actions (ALAN, 2013). For instance, the temporary action practically tackles and fixes the problem with the aim of attaining results (IEEE INTERNATIONAL CONFERENCE ON INDUSTRIAL ENGINEERING AND ENGINEERING MANAGEMENT, ERSHI, JIANG, AND RUNLIANG, 2013).

Response to Room No.12 Essay Example | Topics and Well Written Essays - 1000 words

Response to Room No.12 - Essay Example This portrays women as despised members of the society since the hotel manager automatically assumed that there is no way that a woman who looked as lovely as Bahiga al-Dahida could have acquired her wealth alone. Her identity card had not given any indication that she was either married or employed. It seems unfair that the hotel manager could not have assumed that the woman could have inherited the money that she was using. The woman in the story is a representation of generation difference. In traditional Egyptian society, a woman was expected to be submissive and dis-empowered. Bahiga al-Dabida could also have been placed in the story to illustrate a change in social and gender roles. Egypt had experienced a change in attitudes of people towards traditional roles expected of different gender and social roles. When Bahiga arrives at the hotel, she is directed to her room by the bellhop who asks her to remove the bed covers and move the bed to the wall, and later tips the bellhop generously (Mahfouz 221). The bellhop also mentioned to the hotel manager that he heard the lady talking to herself while he was passing by her room. This creates a lot of suspense in the story as the reader is compelled to find out whether the woman is talking to herself, or talking on the telephone, or she could also be talking to spirits or demons. The story gets compelling when the lady orders lunch. She orders so much food that the hotel manager thinks it is enough for six people. Though the manager does not openly express his shock, he feels surprised when the plates are licked clean after one hour when a hotelier goes to clear the table in her room(Mahfouz 222). The hotel manager concludes that the woman is strange; from the way that she looked and acted. The manager tried not to think about the woman, but he later admitted that he could not avoid it. He found her fearful yet attractive. He also looked familiar but he could not remember

History J2 Essay Example | Topics and Well Written Essays - 500 words

History J2 - Essay Example ense moment of Christianity suppression process came in the year 1635 as a result of the 1635 edicts which forbid the Japanese from any affiliation with foreigners especially the foreign missionaries. The Japanese people were forced to denounce Christianity through either reward or punishment. The rewards included a high political role in the society while the punishment was basically death and intense torture (Laver, 2011). The 1635 edict demanded for all incoming ships to be investigated for Christian priests before entering Japan. A reward was offered if any high ranking priest was located and presented to the authorities. Foreign ships which brought goods to Japan were investigated of any Christian influence. The Japanese citizens were forbidden from leaving or entering the country after staying in overseas for a long time. The Japanese authorities were thorough in their investigation of traces of Christianity. All these steps were focused towards the complete suppression of Chri stianity. Trade was immensely affected by the 1635 edicts. The Japanese natives were refrained from buying directly goods from foreign ships. Goods that originated from foreign ships were bought directly from Nagasaki where Chinese merchants operated their businesses. All the Japanese currencies brought by foreign ships were distributed to local traders in cities. Direct trade between the Japanese traders and foreigners ended in 1636 when the departure date for foreign ships was set on the 20th day of the 29th month. This day was set by the Japanese trade authority and included in the 1635 edict (Laver, 2011). The Japanese shoguns were affected by the 1635 edict as they were forbidden from leaving the country and interacting with the communities that were overseas. The Japanese shoguns that had travelled overseas were forbidden from entering the country as they were thought to have acquired foreign influence which was basically loyal to Christianity and practiced the missionaries’

Search and Seizure 4th Ammendment Research Paper

Search and Seizure 4th Ammendment - Research Paper Example The officer must swear, under oath, by it. The amendment has been shaped by various cases along the way, examples being Mapp vs. Ohio in 1961, Katz vs. the United States in 1967, and United States vs. Jones in 2012. 1. Introduction Amendment IV of the bill of rights states, â€Å"The right of the people to be secure in their persons, homes, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by affirmation or oath, and particularly describing the place to be searched, and the things or persons being searched† (Asimow and Mader, 2004). Amendment IV has three sections; the first affords protection for the home, belongings, and the person of the individual. The second acts to prohibit seizures and searches, which are unreasonable, while the third insists based on a warrant, which means they must describe specifically what is to be seized, grounded by probability cause. The amendmen t is especially of importance given recent occurrences that have to do with invasion of the privacy of Arab Americans after 9/11. This paper will deal with the 4th amendment’s history, applicability, the rules for exclusion, exceptions made to the requirement of a warrant, and finally compile a number of important cases. 2. Adoption of Amendment IV Amendment IV, just like numerous other laws in the United States, has roots in the legal doctrine of England. Therefore, it is important to study its origin in both England and the United States. 2.1 History in the law of England In 1604, Sir Edward Coke ruled that everyone house was their fortress and castle, on top of being a defence against violence and injury, in the Semayne’s case. This case led to the acknowledgement that the monarchy did not possess unchallenged ability for the intrusion of its subject’s dwellings. The ruling, however, permitted agents of the government to carry out seizures and searches with l awful purpose, and possession of a warrant. Intensity of court cases against officers of the state had grown in bounds by 1760, especially since some of the officers still utilized general warrants (Taslitz, 2006). The case involving John Entick, into whose home Nathan Carrington, a messenger of the king, had entered forcibly in order to arrest his friends for the publishing of seditious papers. In the case, Charles Pratt ruled that the warrant was lacking in probable cause and that it did not specify which documents were to be seized (Taslitz, 2006). This case was a precedent in the limitation of the executive’s power to intrude on property deemed private. 2.2 History in America General Warrants and their use were barred via the enacting of legislation by the Massachusetts colony in 1756. This was brought about by complaints from the public over the 1754 Excise Act, which granted powers to the taxman that enabled the utilization of general warrants for the seizure of uncusto med and prohibited goods (Taslitz, 2006). James Otis, in a court petition, in 1761, denounced these policies, but the court ruled against him. After the election to the colonial legislature of Massachusetts, he pushed through legislation that demanded the granting of writs of assistance by judges, with the officer demanding them to be put under oath. However, the British governor overturned this. The Virginia declaration of rights, however, abolished general warrants

Separation of a mixture of solids Essay Example for Free

Separation of a mixture of solids Essay Purpose: Purpose: To determine and execute the separation of mixture of solids through different means. Examples are magnetisms, evaporation, and filtration Procedure: I used a measuring device such as a scale, funnel, beaker, magnet, saucer, and graduated cylinder to determine the values for each measurement. Data Table: Experiment data Grams Percent of Mixture Iron filings 1.4g 1.4/4.5*100 = 31.1% Sand 1.3g 1.3/4.5*100 = 28.9% Table salt 1.0g 1.0/4.5*100 = 22.2% Benzoic Acid 0.8g 0.8/4.5*100 = 17.8% Total 4.5g 100% A. I would have used the magnet to separate iron fillings as suggested in the lab. But I would have used the filter paper second to separate sand from rest of the solution rather than evaporation. B. Major disadvantages would have been not all the benzoic acid would pass through the filter paper which would make our procedure more difficult. C. Contamination of the other substances left in the sand.D. I feel there are four errors;1. Not thoroughly moving iron out with magnet.2. When pouring acid salt mixture into funnel some of the acid crystals stuck to the cup which made it difficult to get all sample out.3. Some of the benzoic acid might have passed through the filter paper into the salt water mixture. 4. Not proper dissolving the salt when separating it from the sand leaving salt in the sand mixture. Conclusion: When using various means of separating a mixture (magnetisms, evaporation, and filtration) it is possible to get accurate measurements of each particular material. However there is a high chance of error if care is not taking due to several reasons enu merated above.

Understanding the Strength of Poetry Essay Example for Free

Understanding the Strength of Poetry Essay Poetry celebrates the senses, and sharpens the mind. These attributes make the genre a favorite among readers who like their literary adventures short; in as few as four brilliantly written lines, a poem reader emerges enlightened, his senses heightened by the verses. Such an experience is rendered by impeccable poets like Emily Dickinson and Langston Hughes. These two very different poets give us two very different poetic experiences, two very different voices.   Ã‚  Ã‚  Ã‚   Emily Dickinson’s strength as a poet lies in her ambiguity.    Most of her verses need at least a second reading, because her poetic style makes her poems unconventional readings. The use of dashes and capitalizations make the verses require attentive focus and intellectual understanding straightaway; they are not easy to read, compared to conventionally-written poems. Nevertheless, this writing style does not diminish the brilliance in the text; it instead enhances it. One example is the poem entitled, â€Å"Much Madness is divinest sense.†    The first two lines alone require a pause from the reader so he could go on and read the rest of the lines to be able to get the message of the poem. Another striking attribute of Dickinson’s poetry is her preference for death as a topic or as a symbol, at least based on the selection supplied for this paper.   The surprising thing about is that although the poems are largely about tragedy, madness and death, the verses do not have a melancholic feel about them. Dickinson seems to cushion the readers from feeling melancholia through her brilliant symbolism and her presentation of detailed evocations of the subject. For instance, in the poem entitled â€Å"After great pain, a formal feeling comes,† Dickinson likens sadness to death, the use of the words ‘tomb’ (line 2), ‘wooden’ (line 6) and stone (line 9) all pertain to, or connote death (please cite the page number of your resource here).   The poem describes the numb emotional state of a person, that space we go through after grieving and before moving on. The literary device used may be grim, but it is most appropriate. The poem succeeds because it effectively communicates the message. Emily Dickinson’s verses are a good read. Her ambiguity however, is what the reader likes and at the same time, dislikes about her. This is the attribute that makes her verses intriguing, the attribute that draws, magnetizes the reader to leaf through the pages; but it could also make the reader frustrated in trying to decode what Dickinson really meant. Despite this, the strength in Dickinson’s poetry is undeniable. She is one poet whose place in literature will always be secure.   Ã‚  Ã‚  Ã‚   Langston Hughes is in an entirely different position, compared to Dickinson. Most of his verses reverberate with racial and cultural themes, so that a reader needs to know his background to thoroughly enjoy his poems. Nevertheless, most of his poems in the selection provided for this paper have universal themes, so that the verses may be understood and interpreted as they are, without the cultural context. â€Å"Dream Deferred†, for instance talks about the figurative outcome of dreams, of plans, withheld. It causes a deep a resentment that could corrupt the soul; Hughes writes that the dream may, â€Å"fester like a sore/and then run† (lines 3-4), or â€Å"stink like rotten meat† (line 6) signifying a dreamer’s inadequacy to cope with his failure (please cite the page number here). Thus, the reader needs no cultural briefer to understand this poem and to fully relate with its themes. His poem, â€Å"Same in Blues† and â€Å"Mother to Son† also express universal themes.   Ã¢â‚¬Å"Same in Blues† is the illustration of dreams deferred, a humorous portrayal of goals not reached, dreams not fulfilled. â€Å"Mother to Son,† meanwhile, is a touching poem about a mother sharing her life experiences to her son, so that he may be able to handle life better. The language however, is unmistakably African-American. His other poems in the selection, however, weigh heavily on his African-American race and its sentiments. In the poems, â€Å"The Negro speaks of Rivers,† and â€Å"I, Too† Hughes gives a voice to the African-American people, asserting their clamor for an equal position in society and dignifying their identity as a people (please cite page number here). The strength of Langston Hughes as a poet lies in the strong voicing of his African-American convictions. He is an important figure in literature precisely because of his strong sense of racial pride. However, his poems appeal not only to the specific group of his race, but to everyone. His verses have the quality of boosting one’s pride in one’s identity and culture, certainly a universal theme every person can relate to.   Ã‚  What is most likeable in the poetry of Langston Hughes is its motivational effect for racial pride. Its verses seem to leap out from the pages and arouse the reader into asserting his racial and cultural identity. The attribute that may make the reader dislike Hughes’ verses is the fact that his poems are hinged on racial and cultural contexts. The reader who has no familiarity with the African-American culture may not feel the African-American sentiment. The reader must read up on African-American history first before thoroughly enjoying the Hughes poetic experience. Nonetheless, Langston Hughes is considered a premier poet, a true artistic hero among his people.   Ã‚  Ã‚  Ã‚   The vicarious experiences offered by both brilliant poets, Emily Dickinson and Langston Hughes, affirm the strength of poetry to awaken the reader’s intellect and emotions.

The Role And Functions Of Media Media Essay

The Role And Functions Of Media Media Essay The media is analysed in two ways here as an informative aspect as well as a form of entertainment. Freedom of expression is usually questioned in the media, how free is the media allowed to be? Isnt the media always controlled? What is the role of media in society? Is everyone in society treated equally in the media, when being reported on? Introduction: It is often a belief that the media is a rather powerful tool, one that gets blamed for all the wrong that occurs in society. What we read in the papers and view on television is usually what we believe. This study unit focuses on the functions of the media and what its role in society should be. In other words the function and the role of the media in society within the context of functionalism as a theoretical paradigm. 1. What is functionalism?: Definition: Functionalism refers to a system, a belief in function over form. Functionalism with regard to the media refers to how the media operates as a whole system in society to help create a balance in society. Society as an integrated, harmonious and cohesive whole. Different social systems function to maintain equilibrium, consensus and social order. Media as a powerful socialisation instrument should contribute towards integration, harmony and cohesion through information, entertainment and education. Functions of the media: Wrights model of functions: Main functions of the media are to inform and entertain  ® this allows the media to contribute manifestly or latently to cultural growth for individuals and society. Though its rather a simplistic model especially when it comes to the political functions of the media An example, think of a documentary Special Assignment this genre aims to educate and inform society on issues of reality.  ® Latent: existing but not yet active or developed.  ® Manifest: clear and obvious to see or understand. MODEL OF FUNCTIONS: Inventory of questions What are à ¢Ã¢â€š ¬Ã‚ ¦ 1. The manifest 2. Latent 3. Functions and 4. Dysfunctions of mass communicated 5. Surveillance (news) 6. Correlation (selection) 7. Cultural transmission 8. Entertainment for the 9. Society 10. Individual 11. Subgroups 12. Cultural systems? Objections (Short comings) to Functionalism: Functionalism takes for granted that agreement prevails over, and disregards conflict in society. The media will not have the same functions for all the people in society. Interpreted differently by individuals. Cultural barriers could arise when interpreting different media Functionalism does not account for social change  ® well established democratic societies Vs societies in the process of transformation. Neglects to provide for feedback (seeing that feedback modifies both the message and the context) MCQUAILS TYPOLOGY OF FUNCTIONS: (Functions / tasks of the media) Information: the media (can) : with examples Provide information about events and conditions in society and the world Indicate relations of power Facilitate innovation, adaptation and progress Correlation: the media (can) Explain, interpret and comment on the meaning of events and information Provide support for established authority and norms Socialise Co-ordinate separate activities Contribute to consensus building Set orders of priority and by so doing signal the status of a topic Continuity: the media (can) Express the dominant culture and recognise subcultures and new cultural developments Forge and maintain commonness of values Entertainment: the media (can) Provide amusement, diversion and the means of relaxation Reduce social tension Mobilisation: the media (can) Provide social objectivity in issues such as war and politics and economic development Nevertheless Denis McQuail argues Functionalist models provide us with basic ideas about the role of the media in society. As such, they provide a structured framework for reviewing the significant tasks of media as key socialization and ideological instruments Plurality in the media: Media plurality refers to the diversity in media content available to society. Media should exist in various forms such as radio, television, and print among other forms catering for all of society. Think of DSTV as an example  ® does a wide range of channels mean a wider range of program content? Are more groups of people catered for with the diversity of channels? Plurality aims to produce democracy and freedom in the media. The Political functions of media the case of Pluralism: To inform about political developments. To guide public opinion about political decisions. To express different views about political development and decisions. To criticise political developments and decisions. The media can only be empowered to perform these functions ifà ¢Ã¢â€š ¬Ã‚ ¦ Media policy ensures media pluralism (the existence of different media: various newspapers, radio stations, television stations, magazines, films and so on. Media content reflect social plurality. Types: Internal plurality: differences within the information and entertainment content of newspapers, radio and television stations  ® should be balanced, offer different opinions etc. External plurality: differences between different newspapers, radio and television stations. Levels: Micro-plurality: Concerns each medium on its own; internal; the variety of perspectives and voices within a single outlet. Like a specific radio station Meso-plurality: Concerns media categories; the variety of choices available within the same category. Macro-plurality: Concerns all the media, regardless of category, available in a society; the variety of choices. All media in society You must understand and be able to explain each theory and to integrate it practically in a case study. In the assignment, you had to integrate a specific theory into the article provided. In the examination you will be given a similar case study and asked to explain the specific theory referred to. Please ensure, therefore, that you familiarise yourself with the various theories. Media Theories Normative theory: (theories are concerned with): Views about the ideal role of the media in society, both to the power structure the recipient. Theories are concerned with issues like Control Regulation And objectives of the media Concerned with restrictions on the media in various situations. Authoritarian theory: MAIN press theory the media according to this theory is controlled and presented according to societies best interests. (Press is a mouthpiece of government) Dictatorial societies. Justifies government suppression of the media in extraordinary circumstances Assumptions: Media should not undermine government, vested powers and interests Media should be subordinate. Should not contravene prevailing moral and political values. Censorship is justified. Editorial attacks on government = criminal offences. The media under these governments should propagandise the governments ideology. E.g like Hitler and in Zimbabwe Analyse article and then integrate the normative media theory, namely the Libertarian theory into article below. Explain the Libertarian theory; practically integrate the belief in the theory into article (describe how journalists reporting on this case tie into the belief of the Libertarian theory. Libertarian theory: Provides a philosophical basis for the on-going, three-way relationship between the news media, government and society. This duty and right seeks to maximize the freedom of the press, and in effect be a watchdog towards the state. MAIN press theory Media should be able to publish what they see fit, the media is also allowed to publish information against the ruling power and society should interpret the messages accordingly. (Example of article) People are rational beings capable of distinguishing between truth and falsehood, and between good and evil. Give them all factual information and let them decide. (Example of article) Its the responsibility of the media to keep the citizens of a country duly informed of the actions of its government. By having written this article, Boyle is performing this duty set out by the libertarian theory. Assumptions: The media is a source of information. The media is a platform for expression of divergent opinions. Free from government control. Media should be free from external censorship. Should be accessible to any individual or group. Editorial attacks should not be punishable. No coercion to publish anything. No restrictions on the acquisition of information. No restrictions on import and export of information across borders The media should be free from censorship that is external from it, so that certain officials from a political party cant restrict or delete certain remarks that were made to the public because they would want to dictate what the public reads and what not. Publication should be free without a licence for the people reading the material. There are no restrictions like this in South Africa currently. If there are any editorial attacks on government it should not be punishable; this paves the way for free speech like the article of Boyle, giving his opinion and informing the public. There should be no compulsion to publish anything as this will give an unjust and skew view of what is happening in South Africa. With parties exerting their power to help their own cause. The acquisition of information should not be restricted if they are obtained through legal channels. For instance the number of South African Police Service members that were suspended because of corruption those are available thus it can be published if the journalist wishes and to inform the public. There should be no restriction so that information about the country may or may not be imported or exported. Social responsibility theory: Variation of first 2 theories media should be equal and fair in its reporting of incidents and issues. It must be diverse and responsible towards society. Based on the following premises: Reconcile the ideas of freedom and independence with responsibility towards society. Media should support democratic political principles. Create a form for different viewpoints. Should meet certain standards. How? Through regulatory bodies, independent of government. (E.g. ICASA for broadcast and telecommunication and the Press Ombudsman for newspapers.) Professional bodies such as the South African National Editors Forum (SANEF) Basic principles: Media should accept responsibility towards society. Set professional standards (truth, accuracy, objectivity, balance) Self-regulate Avoid information that could lead to crime, violence or social disruption. Not offend ethnic or religious minorities. Be representative of all social groups. Reflect the diversity of society. Intervention if the media fail to meet these standards. Soviet communist theory: Variation of first two theories Media must work and be owned by the working class. Main assumptions: Act in the interest of, and be controlled by the working class. Media should not be privately owned. Socialisation, education, information, motivation, mobilisation. Media should respond to needs of recipients. Society can use censorship. Marxist-Leninist view of society must be reflected in programming. Supporting progressive (communist) movements Development theory: Independent of these theories because of the unique conditions in third world countries Individuals as well as minority groups must be catered for by the media. Basic assumptions: Media should make a positive contribution to the national development process. Economic development and society should be more important than press freedom. National, cultural and language issues should be high on the medias agenda. Media should give preference to information about other developing countries that are geographically, culturally and politically akin to each other Journalists have both responsibilities and liberties in obtaining and distributing information State has the right to intervene by restricting and censoring the media. State subsidiaries and direct control is justifiable The Media Development and Diversity Agency in South Africa Democratic participant theory: This is the outcome of the shortcomings in these theories Reaction against commercialisation and monopolies Against centralisation and bureaucracies in public broadcasting Developed societies EMPHASIS Media multiplicity Small-scale use of media; medias local nature De-institutionalising the media The reciprocal role of communicator and recipients Horizontal communication Interaction and involvement PRINCIPLES: Right of access and right to have needs served by the media Content should not be politically influenced Justified in terms of needs and interests of recipients Groups, orgs and communities should have their own media Small-scale, interactive and participatory forms of media are more beneficial. Local content Social needs are neglected by established media Communication is too important to be left to the professionals Rethinking normative theory: Theories of the functions and roles of the media fall into 2 types of theory: those prescribing normative tasks for the media in society (the theories mentioned above) those describing the real role of the media in society (there are 5 possible paradigms) Liberal-individualist paradigm: emphasis is on individual liberty and upholding democracy. Social responsibility paradigm: the media should contribute to the upliftment of society and its citizens. Critical paradigm: the media should question prevailing and oppressive ideologies. Administrative paradigm: emphasis on professionalism. Cultural negotiation paradigm: emphasis on the rights of subcultures. The media can play one or more of the following roles:  ® Collaborative young and insecure nation, collaborate towards development ideals, nation building and national interest, usually the role the governments want the media to play  ® Surveillance adversarial role, watch-dog and agenda-setter, the media exposes violations of moral and social violations  ® Facilitate create and sustain public debate  ® Critical / dialectical Journalists examine assumptions and premises of a community. Constitute public debate about prevailing political order New thinking about normative theory: Normative theories are changing. It is being questioned by post-modern and post-colonial perspectives: The post-modern perspective: A new media environment In post modern societies the distinction between public and private is blurred, in other words it is difficult to recognise a coherent population with shared values and a single ideal. New channels of public communication have introduced a Multi-media approach, (new technology) interactivity Commercialisation market driven what is interesting, not what is important. Popular culture. New genres infotainment, talk shows, reality tv. Like Idols and Survivor A shift in social responsibility from public organisations (broadcasters) to commercial enterprises. Pluralised society. Acknowledgment of difference and diversity EXAMPLE: Even democracy is seen to be in crisis. Ideal democracy is being questioned Ideal democracy is being questioned as it has become much more fluid and evolving. Democracy in South Africa is also seen as complex and diverse why? For the post modernists, both society and the media have become so complex, diverse and abundant with choices, so overloaded with media genres, outlets, products, meanings and messages, that normative media theory had lost its grip. (Fourie 2007:206) The post-colonial perspective: de-westernising Colonial: Relating to the colonies of the former British Empire Post colonial: Existing or occurring after the end of colonial rule and the gaining of political independence. This is seen as a product of the Western way of thinking about the role of the media in society the idea of de-Westernising media theory and specifically normative media theory is not new Post-colonialism and comparative theory provide the groundwork for investigating ubuntuism in South Africa (Africa) as a framework for changing normative theory from an Afro-centric viewpoint. Some norms set for the media can be regarded as very Eurocentric and bias. It emphasises the need to develop comparative theories that consciously avoid ethnocentric bias, to focus on elements that appear to be universal in most societies. Revisiting normative media theory in South Africa: Although the post-modern argument is eagerly adopted by the South African market, post-colonial theory provides a foundation for investigating the philosophy of Ubuntu in SA as a framework for the revision of normative theory, using an Afro-centric perspective. Ubuntuism as an African moral philosophy. (why or why not can it work as a normative theory) What is Ubuntu as a normative theory: Ubuntuism places the emphasis on sharing and participation in collective life, which is in contrast to Western individualistic freedom of the self. A person is defined with reference to the community or A person is born for the other. Emphasis on community and collectively. We need to be careful not to see collectivism in the sense of communism or socialism, but rather to see the individual as a unique centre of shared life. Community is the context in which personhood is defined. Negotiation, inclusiveness, transparency and tolerance. Ubuntu as a normative theory: when it comes to mass communication the emphasis is on community and collectivity when it comes to public interest the emphasis is on the community A media that provides freedom of expression, space for the concerns, ideas and opinions of the community. Freedom of expression is measured in terms of the wellbeing of the community. When it comes to public interest, the same emphasis would be placed on the community. Thus Stimulating citizen and community participation. It is therefore important that the journalist should act (ethically) in harmony with the morality or principles of the community. This is therefore a journalism that does not place a high value on objectivity. The journalist needs to get involved in dialogue with the community. Whatever goes to print should be assessed in terms of the impact of the story on the community. Fourie (2007) argues that South Africa should adopt the post-modern acknowledgement of difference and diversity. In this way South African media would reflect the realities of South African society. In practice this requires reporting that: Stimulates interaction among citizens and reporters and between citizens and politicians Enables people to come to terms with their everyday experiences Acknowledges the complexity of a matter or an issue Is not the hurried conclusion of an observer Penetrates the moral dynamics underlying the issue Is interpreted against the background of the communitys contexts, beliefs, values and needs. Ubuntus role: Bonding a community Dialogue towards reaching consensus based on the social values and morals in and of a community SA suited for postmodern thought, thus including UBUNTU How does ubuntuism differ from the functions and social responsibility of the media in western normative theory? Western media thought and focus: Information, surveillance, entertainment and educational roles Media freedom and right to protection in order to be able to fulfil its social responsibility The individual right to information, surveillance, entertainment and education The emphasis thus moves: From the media as informant, gatekeeper, entertainer and educator TO media as mediator From the media as observer TO the media as participant and negotiator. May have negative consequences for freedom of expression: Fourie mentions May have severe media restrictions, (as in the history of apartheid where the country excluded the majority from rights) with regard to patriotic media Distinctiveness of ubuntu as an African moral philosophy compared to Western communitarianism and its associated civic journalism Changed nature of contemporary African culture and values, values often far removed from traditional African culture and values Political misuse of moral philosophy Nature of media in a globalised world and the changed nature of the media landscape needs to be considered. Entertainment: Much of the media produced today serves for the purpose of entertainment Inform and educates on a latent and manifest level the five motifs prerequisite for experiencing pleasure and gratification identity, = entertainment focuses on human relations ability, = gives problem-solving possibilities survival, =awareness of eternal values (freeing from anxiety about destruction and death) understanding = of reality and knowledge. shedding new light on reality (youre not alone) From a rhetorical perspective the individual determines their interpretation of entertainment  ® according to identity, social relation You can consider family series, police and action dramas or situation comedies, soap operas, game shows, From a behavioural perspective entertainment is associated with the human ability to identify with others project and introject feelings but also with distancing from others Entertainment also makes a visual impact on the viewer Viewers become outsiders (not participants) Entertainment content (like any form of play) is always voluntary. Introjection = viewer adopts feelings of other party Projection = viewer projects feelings on other party (actors, characters) People are entertained when they produce their own opinions on these situations. Study Unit 5 (Chap 5) The Effects of mass communication (Effect Studies) Importance of understanding media effects: Strategic importance: to understand that messages specific response certain circumstance = strategically important in political, social awareness, marketing and advertising campaigns. Scientific importance: contributes to the beneficial use of the media for the improvement of peoples circumstance and society in general Ethical importance: Responsibility of communication workers to know about the possible consequences of their work on the lives of people and society Effects studies seek to discover describe and explain the medias specific effects on our behaviour and thinking in a specific way. E.G. The impact of pornography, violence and / or crime portrayed in and by the media on peoples behaviour. Makes use of mainly quantitative research techniques such as content analysis, survey research. CATEGORISING MEDIA AFFECTS: Write a paragraph in which you discuss the media effects that can be identified in these articles. Behavioral effects: Cognitive effects Media messages can affect our knowledge and thinking about something (e.g. thinking about racism) Affective effects Media messages can affect our feelings about something (e.g. child abuse, terrorism, violence.) Cognitive effects Media messages can affect our behaviour towards something or someone (e.g. contribute to political rising against a government, org or group Manifest and latent effects Manifest when we know that we have been influenced by media messages Latent when we are not aware of its influence Intended and unintended effects May have been planned to achieve a specific effect (e.g. HIV awareness campaign may be intended to warn people against disease Or not planned or intended (e.g. May teach certain people how to spread the disease Time-scale effects Short term message exposure Exposure to single message like one programme after that person forgets about it Intermediate message exposure Exposure to a series of related messages like a series on TV (e.g product campaign, stopping smoking) Long term exposure Many exposures to related messages over time (e.g. media violence, pornography or awareness of environmental issues) may change our response or behaviour over a long time McQuail main kinds of media-induced effects: Intended change Unintended change Minor change (intended or not) Reinforcing what already exists (no change) The media can prevent change Planned and unplanned effects: Planned effects: Propaganda An ongoing campaign to influence peoples minds by focusing on negative aspects of an opponent / topic. Withholding positive or objective information E.g. in the political arena Agenda-setting Framing Media campaigns An advertising campaign to promote a specific product or educational development. E.g. Topic people knew initially little or nothing about like global warming and its effects Knowledge distribution Unplanned effects: The medias contribution to cultural change The medias contribution to Socialisation Reality defining the medias interpretations of the realities of daily life and how we should understand them Media violence if the film or tv programme causes violent behaviour in an individual or amongst group The medias contribution to Institutional change The medias contribution to Collective reaction Effect theories: Short-term theories: The hypodermic needle theory Two-step-flow theory The uses and gratification theory Long-term theories: Accumulation theory Diffusion of innovation theory Modelling theory Social expectation theory Meaning theory Stereotype theory Agenda-setting theory Framing Spiral of silence theory List the theories and briefly discuss Also list some of own examples to illustrate the theories discussed 1. Short-term theories: The hypodermic needles theory: What do the media do to people? Certain values, ideas and attitudes are injected into the individual media user, resulting in particular behaviour. The recipient is seen as a passive and helpless victim of media impact. Anomie state to which a group or individual is prone when they feel that their accepted values, norms and culture is threatened Usually in countries in the throes of change. New legislations and media reports on them extensively, reflecting on thinking of society, infusing moral debates often to the point of mass hysteria. (e.g. Malema AWB.) Two-step-flow theory: What do people do to the media? Mediating factors. Media users are not at the mercy of the media, but selectively expose themselves on the basis of culture, education, expectations etc. Thus exposing themselves selectively to what they agree to or understand Family, colleagues and friend filter media users interpretation and experience, acting as buffer for one-sided interpretations Opinion leaders represent a further buffer In a commercial media system, media represents a divergent of interpretations on a certain topic The uses and gratifications theory: What do people to with the media? Diversion As a distraction to escape from their routines and problems The gratification is an emotional release of a temporary nature Personal relations Interaction with others, discussing what they have read, seen or listened to The gratification is one that provide content of companionship and sociability Personal identity Media content is used to explore, challenge, adjust or confirm personal identity Use content to compare themselves and their values and situations with those of others Surveillance Media users need and get information about issues that can affect them directly or indirectly The gratification is one that satisfies the need for information about immediate and distant world circumstances 2. Long-term theories: Accumulation theory: Media focus (a newspaper or different newspapers by example) repeatedly + consistent + over a long period, focus on a specific topic= changes in beliefs, attitudes and behaviour. Focus attention and produce messages on specific problems or issues (E.g. race, discrimination, the environment, social habits, crime, divorce, style, sex, politics) Over extended period of time focus stays and presentation corroborate each other Individuals become aware of these messages, and a growi