Electronic Media Essay Example | Topics and Well Written Essays - 2000 words

Electronic Media - Essay Example The changes in newspaper industry for example is staggering as many newspaper companies nowadays have their own websites too, allowing the new generation of internet user to access the news anytime in their computers. As we have observed during the last few years, the readership of printed papers has declined considerably. More than 1 billion users of the internet all over the world, access the news through the net and the number is expected to rise in the years to come as young people prefer the convenience of Internet-based technologies in order to obtain news, information, and entertainment (Watkinson 67). Societies whose technology is well developed have now entered the digital age and industries are searching for new opportunities to take this chance to develop business. Although there are threats to this utilization of technology in the media to advance business, the melding together of various media - also referred to as 'convergence' causes furor among many technology users as it holds a lot of promise. The amalgamation of different medium, which 1incorporates personalized services could be overwhelming for many but is very exciting as well. The utilization of high-powered and high technology innovation in computers, switch to digital platforms and the construction of high-speed computer networks brought about novel ideas and methods of doing common and ordinary activities. Hindrances to achieving these, like time and space have been eradicated and media users can read, listen, watch anything or interact with someone anytime. The amalgamation of all mediums into one eliminated the problems of putting all technologies in the media together (Thorburn 122). The conglomeration of media corporations in the 1990's for example has brought convergence in ownership and resulted to, in the consumers' point of view, more exciting delivery systems of our favorite medium. Online newspapers now provide streaming video, TV has chat that is extremely interactive and even radio has camera's or telephone systems (Quinn 43). The advent of the very exciting 3G telephony has likewise brought new feeling of excitement and fascination as companies in the field of mass media could include videogames, news, entertainment and online communication. This is now referred to as 2'convergence media.' 3G (or 3-G) is the short terminology to refer to 'third-generation technology' which utilizes the technology of the mobile phone. The 3G technology has the capability to transfer both voice data and non-voice data such as access to information, email messaging system, instant messaging, internet browsing access, entertainment such as streaming audio and video, streaming movies, and real time TV access (Livingston 12). As of now, there are approximately 60 3G networks in 25 countries all over the globe and spans three continents: Asia, Europe, and North America.NTT DoCoMo - the biggest telecommunications company in Japan - in the early 21st century-one of the giant telecommunication companies in Japan-became the first an d leading company to initiate a commercial 3G system. Meanwhile, the introduction of 3G services in Europe started in the year 2003 (Serajul 25) . Currently, debates if the web and television will converge more in the future which will allow only one form of technology instead of the two forms and people in the future will not be able to distinguish the difference between the two. But in order for

Week 5discusiions Essay Example | Topics and Well Written Essays - 250 words

Week 5discusiions - Essay Example An active that will lead to weight loss is a treatment procedure. Therefore, an expense incurred during the weight loss process becomes a permitted deduction. However, the deductions must be more than 10% of the Annual Gross Income of the taxpayer (U.S Department of the Treasury, 2015). Furthermore, the taxpayer should not appear as a dependent on another person’s tax returns. A client who owns stocks can fund qualified organizations through appreciated securities in the stock market. The decision to sell the appreciated shares means that the client will forego the capital gains associated with them. The client will forego the capital gains and tax liabilities, but will include them as potential deductions. Furthermore, the deduction will be on the prevailing market value. However, when the qualified group is receiving the stock and wants value for money, they will have to cash the shares. Since the organization is non-profit, it would not be liable to tax liability associated with capital gains. For instance, consider a client with appreciated securities of 10,000 with a market value of $45. The client decides to offer the stock (10,000) to a qualified organization. They can deduct $45,000 as part of the potential deductions. They will have contributed the appreciated shares, and realized gains through the

A Portfolio Reflection of Three Teaching Strategies and There Usage Essay Example for Free

A Portfolio Reflection of Three Teaching Strategies and There Usage Essay This writer has been teaching for the past twelve years; the introduction came at the University of the West Indies, Cave Hill Campus after graduating with a BSc. in Sociology and Politics where I first started tutoring in Introduction to Caribbean Politics and Sociology in the undergraduate programme. After three year of working in administration full-time and tutoring part-time, I decided that desk work was not for me as I felt as though I would go out of mind (literally, as the job held no challenges for me and there was no prospects of promotion to anything else but more ‘paper pushing’. To that end I applied to a number of universities in the United Kingdom and was successful. While studying in the United Kingdom for my Masters of Science in Criminology and Criminal Justice, I taught English as a Foreign Language to French and Italian students that summer in 1999. On return from the United Kingdom n September 1999, I started teaching in the Division of General/Continuing Education where I taught Caribbean Politics Society, Ethics and Citizenship (Cores) and Introduction to Sociology (Elective) to the general college student population; and resume tutoring in the Department of Government, Sociology and Social Work in the Faculty of Social Sciences, Cave Hill Campus. In April 2000 I started teaching in the Division of Commerce in the Department of Government and Political Studies and have since become the Head of the Department with responsibility for the Politics programme. During the summer of that year I lectured Introduction to Sociology in the Summer School Programme. I was asked to design a course for the Regional Police Training Centre to replace a previous course; this was called The Sociology of Crime and I was asked to teach the same. My interest in teaching also led me to create a number of courses at the college and one such course, The Sociology of Crime (Corrections Aspect) was adopted by the Training Division for an accelerated training course 2 for Prison Officers at Her Majesty’s Prisons; this I was also co-opted to teach as well. To date I remain the Head of Department, Government and Political Studies and I am a part-time lecturer/tutor in FOUN 1301 – Law, Governance, Economy and Caribbean Society at the Cave Hill Campus, a part-time lecturer in Drugs and Society (Summer School Programme), a part-time Tutor at the Regional Police Training Centre and Her Majesty’s Prisons Dodds. The portfolio has been defined as a systematic and organised collection of evidence used by the teacher and student to monitor growth of the students knowledge, skills, and attitudes in a specific subject area (Blake et al. 1995). Others (DeBruin-Parecki, et al. , 1997) have provided a more contemporary view which envisions the portfolio as â€Å"a purposeful, collaborative, self-reflective collection of student work generated during the process of instruction†. This paper is intended to help the writer to systematically gauge her progress toward the teaching profession by developing a portfolio. More importantly, it is intended to help other teacher candidates think reflectively on their decisions and experiences. Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive to students needs and more concerned about how well students are prepared to assume future societal roles. Faculty are already feeling the pressure to lecture less, to make learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies when appropriate. The emphasis of learning to learn in curriculum reform has signaled to teachers to adopt student-centred strategies of teaching and different modes of assessment. The basis for the foregoing can be found in the Ministry of Education White Paper on Education Reform (1995). During the researcher’s years of teaching she has observed some unfavourable social skills being displayed by students in the classroom. Simple courtesies such as sharing or 3 saying â€Å"good-morning† appear to be disappearing from the habits of some students. This is symptomatic of the serious underlying problems in our society that need to be addressed urgently. The regularity with which some reference is made to the conduct of our youth, whether it is by teachers, parents, the media or society as a whole is disconcerting. If not curbed, these children take negative behaviours into their adult lives and this can be detrimental to the society as a whole. Cooperative/collaborative learning, portfolio assessment and problem solving/critical thinking, as an alternative assessment, are increasingly being used in higher education facilities around the world and here at the Barbados Community College, specifically in the Department of Government and Political Studies. Before embarking on this course of study, much of the knowledge this writer operated with and under was done based on what was never wanted as a student, the old way of mere â€Å"pallaring†. Notably, the change from listening to teachers teach and answering examination questions to taking the initiative to learn and demonstrating competence with self-selected evidence is a great challenge to the students. This paper first discusses the various constraints and difficulties of using, cooperative/collaborative learning, portfolio and problem solving/critical thinking as assessment and instructional strategies. The paper concludes with a discussion of the implications for successful use of these three strategies as a useful form of teaching and assessment can be measured at the same time. Included in this paper will be examples of artefacts of each teaching strategy along with a rationale and description of teaching strategy. It can be asserted that many students find the transition into Higher Education quite difficult, particularly if they have not studied for some length of time; also coming from the high school environment the same is obtained as many of these students have been ‘spoon fed’ and find it hard to adopt the new mode of teaching. It is against this backdrop that the writer layout this paper reflecting on various teaching strategies, namely Cooperative/ Collaborating Learning, Portfolios, and Problem Solving/Critical Thinking. Teaching strategies can be defined therefore as ways in which instructional material and activities are presented and conducted in an effort to meet the needs of every student. Notably, teaching strategies will vary from tutor to tutor and is usually based upon which method/strategy (ies) a particular tutor is most at ease in using and its effectiveness. On the other hand a teaching method is a way of presenting instructional materials or conducting instructional activities. The use of this portfolio is designed as an educational tool to present knowledge gain through thorough reading and based on the information presented by the various groups in the course. This teaching strategy can be used to improve the attitudes and performance of Tutors and Teachers within the classroom. It consists of reflections, artefacts and projections on each teaching strategy i. e. ooperative/collaborative learning, portfolios, and problem solving/critical thinking. Notably, establishing clear, practical classroom rules at the start of the school year can help you keep students on track to learning while promoting good behaviour and responsibility. Strategies focused on increasing student participation and learning were developed and implemented in three statics sections of varying sizes over the last two years. Overall student perception of these strategies and their impact on learning in three sections of different size is very favorable. In addition, analysis of student ratings grouped by cumulative GPA indicates different strategies are perceived as helpful by different groups of students. However, implementing a combination of strategies seems to help all groups. Many of these strategies work across all class sizes and do not require significant investment in technology or hardware. However, more work needs to be done to determine the effect of these strategies on actual student learning or performance. 5 A word of caution is appropriate. This paper describes different strategies but it is important to note that strategies by themselves may not improve student learning. How strategies are implemented by the instructor and the instructor’s attitude plays a significant role in student learning. An appropriate quote comes from Louis Schmier: â€Å"Education without caring, without a soul, without a spirit, without purpose beyond subject matter is as viable as a person with a brain but without heart. Pedagogy, technology, and techniques are no substitute for love and caring†. A Reflective Paper on the use of Cooperative/Collaborative Learning as a Teaching Strategy Cooperation is working together to accomplish shared goals. Within cooperative activities individuals seek outcomes that are beneficial to themselves and beneficial to all other group members. Cooperative learning is the instructional use of small groups so that students work together to maximise their own and each others learning. The idea is simple. Class members are organised into small groups after receiving instruction from the teacher.

Paralleles of Cosi and Cosi Fan Tutte Essay Example for Free

Paralleles of Cosi and Cosi Fan Tutte Essay Cosi by Louis Nowra and Cosi Fan Tutte by Wolfgang Amadeus Mozart are set in completely different times but both themes of the play parallel each other. Cosi was set in 1970’s society whilst Cosi Fan Tutte was set in 1790. Cosi Fan Tutte is play about love and fidelity which parallels with what happens in Cosi. On the surface they are parallel because Lucy is unfaithful to Lewis when they are in a relationship together just as the women were in Cosi Fan Tutte. But it is much more than that. To really understand the parallels of the plays we must look at love and fidelity in depth. What really is love? What is demonstrated throughout both plays is that people have double standards towards love. In the Cosi we see free love and characters that believe in free love such as Lucy, Nick and Doug. Free love is the belief of having sexual relations according to choice, without being restricted by marriage or long-term relationships. They believe in freedom in doing whatever you want but this is the complete opposite of how they treat the mentally ill. They treat them with not dignity that makes them restricted to being behind walls of an asylum. Free love is about freedom yet they are confined to their ward like traditional marriage because people fear them. This is not the definition of love. Louis Nowra wants us to love each other and not stereotyping people by giving labels to people that we fear but instead showing respect and compassion. That is what true love is. In Cosi Fan Tutte we see two men test the love and fidelity of their girlfriends. This displays the double standards that men have on love. They believe that is alright to for them to test love. Mozart tells us that love needs to be equal that one side can’t unfaithful and that is alright. Mozart is trying to make us question what love is, like Louis Nowra did in Cosi. For there to be love, it must be equal and this is the key theme from bo th plays.

Traditional Adventure Stories in the Modern World

Traditional Adventure Stories in the Modern World This essay will critically examine the question What is the place of adventure stories such as Treasure Island in the modern childs world. This essay aims to discuss about the literature of adventures stories and how it could impact childrens life. ?   This essay will discuss the ideology of modern childs fiction and the boundary between the imaginary and real life of children Treasure Island is a captivating tale about complexities of good and evil, adventures at sea and pirates. Treasure Island is written story for boys in which girls are mainly absent. As Stevenson novel combines a familiar search plan structure and as young male hero. This enables to explore a cabin boys identification from being a young innocent boy to an absence of females and family which enabled him to grow with emphasis on independence , physical strength and bravery. Peter Huntdemonstrate that Treasure Island contain a form of social control , As this adventure story shows the desired control of the author and   the ethic of this aspect of childrens fiction conviction that the English were the best race in the world as this may have contributed to the causes of the first world war. As Peter argued that childrens writes must carefully consider the effect their stories have on young readers. I believe that Treasure Island is modern childrens book especially written for younger boys , in which it is purely obvious that girls are not every bit as adventurous as boy that clearly shows the ideologies concerning gender construction.   However adventure stories convey themes of voyages, danger and terror were aimed at boys and men. Such books have been recognised as forms of social control and ways of impact and creating a constructed masculine and feminine identity and cultural norms as well as upgrade ideals of how society should be agreed. Treasure Island deals with survival as ones life from pirates as the environment which makes the innocent cabin boy to become mature throughout his adventure journey. This will impact and teach children the ideas on how to survive on ones own instinct and training. Martin Green describes Treasure Island as deeply the fantasy of men-being-boys, it also describes the fantasy of how boys turn out to be men but as this identification takes place is not morally fantasy but rather divided and marked by class. Stevenson suggests that the purpose of romance is to allow one to escape creatively into a fictive regeneration of the world of his boyhood fantasies, and Treasure Island demonstrates this purpose as the novel call the attention of the children that appeals to their imagination and adventurous side of life. The most remarkable feature of the novel is its insistence on the continuity and similarity of boyish and adult experience, on the submergence of adult moral perspective in a boys point of view. Doyne Farmer defines Adventure fiction is the form of literature most directly connected to storytelling, an art form Adventures fiction has a huge impact of childrens life ethics as well as social morals. The modern childrens adventure novel sometimes deals with controversial issues like terrorism. Jacqueline Rose claims that innocent is not propert of childhood but a portion of adult desire as she explains Peter pan novel contains full of adventures, romance and fiction. She also portrays that adult who publish childrens books are nearly always conscious of conveying morals and values to their young audience, who want to ensure that those morals and values are culturally acceptable. The story start and ends as recollection he modern childrens adventure novel sometimes deals with controversial issues like terrorism we can, perhaps, make pragmatic guesses about what a child can understand, or what is irrelevant to the child and might thus be ignored but these are only guesses. And if one is prepared simply to believe that books do not have the potential to pass on subliminal messages, then why are we as a culture so concerned with the infl uence of advertising or propaganda on the young? Is it because with childrens literature we are dealing with stories, and that stories are, by defi nition, fi ction, untrue and therefore not infl uential? Surely not, when we acknowledge that stories are so powerful throughout the culture. On top of that is the whole question of literacy and understanding. How we measure who understands what is endlessly diffi cult: as Michael Benton, a distinguished educationalist, has observed: There are †¦ few of us who have not felt unnerved at some time by the fact that when children read stories there is no observable outcome †¦ The story has happened inside th e childs head (in Fox, 1983: 19). The awesome complexity of how children learn to read, and then how they negotiate longer texts denotation, connotation, genre, intertextual meanings and all the rest should make us extremely careful about applying the curious formulae that occur so often in literary criticism: the reader sees, we see, and so on (or the equivalent phrases of childrens-book reviewing: children will like, girls will love). The most common, and commonly unchallenged, oddity about all literary criticism is the assumption that all readers will read the same thing from a text: the same images, the same emotions, the same allusions. This is diffi cult enough to imagine among adults even of the same class and same generation in the same country: to imagine that it is possible with inexperienced readers is absurd. If we are engaging with   texts for children we need to see that our motivation does not entitle us to make assumptions about what any reader but ourselves perc eives presented in the novel call the attention of the kids that appeals to their imagination and adventurous side of life The main message of the novel is: the ethics and morality, the values of good and evil are intrinsically ambiguous, so that in the end all choices are to be taken individually as personal acts of assuming ones responsibility in life, towards all others who surround us. So, this novel has everything to be successful between the young and teenagers for the next generations, as it is an up to date novel, that will always serve as an escape from these childrens reality The boundary between the imaginary and the real in the lives of children and the uncertainties openness surrounding both make children especially capable of being moved by stories which give form to the experience of their inner world. When children read fiction they are exposed to the beliefs which inform and structure their society. The books encourage child readers to internalise particular ways of seeing the world and help shape their development as individuals. Although this process forms a key part of their education, it remains largely invisible. As well as a story, fictions impart a significance to readers often without revealing its presence or ground and therefore have considerable potential to socialize their audience. John Stephens analyses this process and shows how fictions can work to constrain or liberate audience responses. He explores picture books as well as historical, realistic and fantastic fictions to show how both a character within the narrative and the implied reader are positioned within ideology. The author considers areas of ideology not previously examined and offers new perspectives on realism and fantasy. The book will be of interest to linguists and teachers as well as to the gene ral reader. This perception is mirrored in the fiction itself in tendency for childrens fiction to focus attention predominantly on the individual psyche. Arguably the most pervasive theme in childrens fiction is the transition with in the individual from infantile solipsism to maturing social awareness. Fiction allows a child to work on a variety of concerns, fears and problems. More often children tend to fantasise being in an imaginary world simply because some of the children cannot differentiate fiction and real life. The experience of childhood can be quite different in cultures in which Fiction has often been used quite consciously as a form of social control, reflecting and endorsing patriarchal societal norms. Damaging and opposing constructions of masculinity and femininity remain pervasive in fiction both influencing and endorsing such dangerous ideals in wider culture.

Emily Brontes Wuthering Heights - A Truly Romantic Novel Essay

Wuthering Heights - A Truly Romantic Novel    Wuthering Heights embodies the idea of a classical Romantic novel.  Ã‚   Written at a time when the novel was just becoming a popular form of entertainment/writing Wuthering Heights employs many of the typical elements of the Romantic writers.   There are elements of innovative experimentation in subject, form, and style, a mixing of genre's, use of powerful emotions, and several traits that could also classify Wuthering Heights as a "Dark" Romantic piece.   The "Dark" Romanticism is revealed within the strange/ non-normative story, super-natural elements, and the Gothic setting.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When originally printed the author of WH (Emily Bronte under the pseudonym Ellis Bell) was widely criticized for authoring a piece of work with such blatant tones of mental disturbance.   One reviewer, compared Wuthering Heights to Jane Eyre saying that, "Wuthering Heights casts a gloom over the mind that is not easily dispelled" (WH 300) while Jane Eyre manages to provide some cathartic element that offers its reader a release.   While, obviously not loved by all, the subject matter of WH was new and unique to the time, offering a break from the traditional literary works such as Paradise Lost or Gulliver's Travels that often included a strong underlying moral or political message.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The book also possesses a unique style; it is a story within a story.   Lockwood is the narrator that has direct contact with the audience while Nellie Dean is carries the bulk of the tale, though she never directly conveys information to the readers.   Most stories, before Wuthering Heights, had a single narrator, typically a first person account, that walked the readers through the story... ...ce as reflected by the time it was written.   One reviewer criticized it for its lack of realistic elements saying that a "few glimpses of sunshine would have increased the reality of the picture and given strength rather than weakness to the whole" (WH 300).   Unfortunately these could be very realistic pieces of a person's life if they were to fall in love with the wrong person in that time.   Revenge is also a predominant theme; perhaps few people would be so willing to take it as far as Heathcliff but the general theme is very realistically inspired.    Works Cited Damrosch, David, et al., ed.   The Longman Anthology of British Literature: Vol. B.   Compact ed.   New York: Longman - Addison Wesley Longman, 2000. Bronte, Emily.   Wuthering Heights. Norton Critical ed.   3rd ed.   Ed. William M. Sale, Jr., and Richard J. Dunn.   New York:   W. W. Norton, 1990.

The Imperfection of Translation :: Exploratory Essays Research Papers

The Imperfection of Translation      Ã‚     The essential problem with translation is an obvious one. A word has more qualities than just its denotation. For one, a word has a sound, an attribute which has great importance in poetry (though we should not underestimate its significance in prose, as well). Also, a word consists of various connotations, meanings which only rarely cross over from language to language. Complicating matters is the nature of literature itself. Writers and poets put pressure on the language; they often choose words because of their rich variety of meanings, complicating rather than clarifying their subjects. Unfortunately, then, for the translator of literature, the currency of words is not as easy to exchange as the other kind of currency.      Ã‚  Ã‚  Ã‚   E. V. Rieu recognizes the inherent difficulty of translation. Perfect translation may be impossible, so the best we can hope for, he writes in the following, is a translation of the spirit of the work: "I call it the principal of equivalent effect and regard it as signifying that that translation is the best which comes nearest to creating in its audience the same impression as was made by the original on its contemporaries" (55). Rieu criticizes the translators of the King James Version of the Bible for remaining stubbornly faithful to the original language. Here he presents a parable, the moral of which is undoubtedly weakened by awkward translation.    St. Luke in xvii. 8 reports Jesus as imagining a scene in which a master says to his slave, "Get something ready for my supper." The Greek is colloquial and the master is not represented as speaking politely. Yet the authorized translators put into his mouth the words: "Make ready wherewith I may sup." (55)    In that example the superiority of Rieu's plain-spoken translation is obvious, but it begs the question of how much freedom does one give a translator. Rieu's ideal that a translated work must cause "the same impression" as the original seems to give scholars license to embellish.      Ã‚  Ã‚  Ã‚   Werner Winter believes that, regardless of the degree of embellishment, translation cannot avoid altering the work. Try as we might, Winter writes, "Meaning and form cannot be dissociated from one another" (70).