The Most Memorable Abolitionist Leader Of Frederick Douglass

The most memorable abolitionist leader Frederick Douglass was born as slavery in Talbot County, Maryland. He got to be a standout amongst the most well known educated people of his time, exhorting presidents and addressing to thousands on a scope of reasons, including ladies rights and Irish home guideline. Among Douglass works are a few self-portrayals smoothly depicting his encounters in subjection and his life after the Civil War. Frederick Douglass was conceived in a slave lodge, in February, 1818, close to the town of Easton, on the Eastern Shore of Maryland. Isolated from his mom when he was just a couple of weeks old he was raised by his grandparents. At about the age of six, his grandma took him to the estate of his expert and†¦show more content†¦1833 Douglass was taken from Baltimore and purchased to Maryland by his Master, Thomas Auld. Their Douglass began mystery schools for slaves. One of the schools was split up by a swarm. Douglass was then sent to a subjugation breaker who needed to control his insubordinate exercises. In 1836, he wanted to escape however was gotten, detained, and in the end sent back to Thomas Auld. After his fizzled getaway endeavor and detainment, Douglass was sent back by Auld to Baltimore. There, he was contracted out to a nearby shipyard to take in the exchange of a caulker. He joined a change society of free dark caulkers and endeavored, unsuccessfully, to purchase his own opportunity. In 1837, he met Anna Murray, a free African-American lady. In September 1838, Douglass got away from subjugation. He first went to New York City. There, he sent for Murray to go along with him, and they were married. The Douglasses were to have five youngsters in the following eleven years: Rosetta (b. 1839), Lewis Henry (b. 1840), Frederick Jr. (b. 1842), Charles Remond (b. 1844) and Annie (b. 1849). In 1838, the Douglasses settled in New Bedford, Massachusetts, where Douglass looked for some kind of employment as a caulker for whaling boats. It was around then that he dropped the

Nike Debate - 1223 Words

Case: Nike: The Sweatshop Debate 1. Should Nike be held responsible for working conditions in foreign factories that it does not own, but where subcontractors make products for Nike? Yes, Nike is not only responsible but also accountable for the working conditions of foreign countries that it does not own. Nike should realize that it is a Global Organization and working globally does not only mean that taking advantage of low cost destination but also taking responsibility of the contractors/employees working in other countries. For example: Pepsi was recently in the news for allegations of having pesticides in the cold drink in India. Pepsi ensured that it has same standard of water purification across the world and not†¦show more content†¦If so what? Should Nike make changes even if they hinder the ability of the company to compete? Nike needs to ensure that all the contractors comply with the wages and local working conditions in respective countries. Nike can do this either by appointing a labor inspector in each of the factories for all the contractors and asking them to report the details of all the workers working in their respective factories and this report need to be reviewed by legal experts at the country level and worldwide level to ensure that all the laws are in compliance by contractors of Nike. Any non-compliance should be considered seriously and serious actions should be taken against all such contractors, which might result in termination of contracts with such factories. In fact, Nike should go ahead and open schools for children of workers working in their factories across different countries to take care of the developments of its workers across the globe. Nike should make such changes even if this means termination of contracts with non-compliance factories or more expenses for development of workers in factories. This is because all organizations in today’s world affect the society and hence they need to be sensitive towards the conditions of the employees and the society. Thus, Nike should engage in Cause Related Marketing (CRM) by ensuring that working conditions are made better in all the factories and also ensuringShow MoreRelatedNike: The Sweatshop Debate Essay1195 Words   |  5 Pagesbusiness presented in the Nike sweatshop debate case study. The paper determines the various roles that the Vietnamese government played in this global business operation. This paper summarizes the strategic and operational challenges facing global managers illustrated in the Nike sweatshop case. Nike: The Sweatshop Debate Case Study This paper describes the legal, cultural, and ethical challenges that confronted the global business presented in the Nike sweatshop debate case study. 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Marshall Global Strategies MGT 448 Shabbir Karim October 12, 2009 Nike the Sweatshop Debate Beneath all the hoopla and controversy about Nike being a successful company in the United States in which its earnings in 2009 according to Hoovers Inc., 2009, Nike’s revenue for 2009 was $19, 176.1 million and their gross profit was $8,604.4 million, made possible by the hands of women and underage workersRead MoreEssay about Nike: The Sweatshop Debate1839 Words   |  8 PagesShould Nike be held responsible for working conditions in foreign factories that it does not own but where subcontractors make products for Nike? In many ways, it seems obvious to me that Nike should be held responsible for working conditions in foreign companies where products for Nike are made. In my opinion a company is not only responsible for itsÊ ¼ own employees but also for the employees that produce for them even though theyÊ ¼re not in their own company. I think that every part of the supplyRead MoreHow Diversity Consciousness Will Change The Way People View Differences And Aid Me856 Words   |  4 Pagesfrom the book Diversity Consciousness, talks about a situation where Nike shoe manufacturer let out a new line of Nike Air’s with a special new font. The font made the English word Air look very similar to the Islamic script for Allah. This caused numerous Muslim Nike customers to complain and even stop buying Nike products. Nike issued an apology and recalled the shoes. However, this whole situation could have been avoided if Nike had been more aware of other cultures or even had more Muslim employeesRead M oreUnethical Business Practice: Nike1499 Words   |  6 Pages The role of the government also plays a major role in these challenges that are faced by Nike. As we know that government laws and regulations differ from country to country and this makes manufacturing of products very difficult challenge for the international companies like Nike. The host governments have laws concerns against consumer protection, information and labeling, employment, wages and salaries and safety of the workers who work in those firms. The international organizations must keepRead MoreWe Should Pay College Athletes Essay1307 Words   |  6 Pages Over the years, the debate on whether or not to pay collegiate athletes, specifically Division 1, has increased greatly. With athletes bringing in millions of dollars to their respective schools, many believe it’s time to make a change. The debate has been ongoing since the 70’s, maybe even earlier, but it really came to the attention of many in the early 90’s, specifically 199 5. Marcus Camby, a basketball player for the Toronto Raptors, admitted he took money and jewelryRead MoreNike Overseas Labor Practices5343 Words   |  22 PagesHamilton, Bermuda Abstract Nike Inc., is one of the largest and most successful manufacturers of athletic apparel. The company’s successes were not without failure in handling important legal, ethical and societal issues. Nike was accused of unfair overseas labor practices in its factories and for making misleading claims about its involvement. Nike’s unethical practices in these overseas territories were not illegal. In contrast, it was illegal when Nike used the media to make false statements

Demographics Diversity and Education in Texas Free Essays

Demographic displacement has a great bearing on several facets of community development, regional development taking to the province and state development. Texas is one of the provinces where it will be pertinent to analyze these facets as it borders Mexico. Switching demographics over the old ages in Texas with regard to population of migrators, graduation from schools, employment rates tell a batch to us with respect to the hereafter development and related planning procedure. We will write a custom essay sample on Demographics Diversity and Education in Texas or any similar topic only for you Order Now The Demographic Shift in Texas The biggest demographic displacement seen in Texas is towards growing of population of Hispanics, which was found to hold increased by 33 % between 2000 and 2008. At the same clip, not Latino population excessively has gone up by similar per centum ( 33.7 % ) during the same period. However, populations of Whites and inkinesss have gone up by 5.4 and 16.2 % severally. Every county in the province of Texas did non hold similar growing. For illustration in the Dallas County the population of Whites has gone down by 13.7 % in contrast to the Hispanic growing of population of 41.6 % . ( Former Census DirectoraˆÂ ¦ ) As per 2005 US nose count, individuals of Hispanic beginning accounted for 35.31 % that belonged to any race. Mexicans are considered to be largest lineage group in Texas accounting 25.3 % with African American and Germans accounting to 10.5 % each. English and Scots-Irish are at 7.2 % each. It will be interesting to see how this population displacement has affected the school graduation over these old ages. In one of the survey done by IDRA ( Intercultural Development Research Association ) during the twelvemonth 2006-07 across Texas populace schools it was found to hold abrasion rate of around 34 % . To farther elaborate, around 34 % fresh pupils who enrolled in 2003-04 left school before graduating from a Texas public high school before 2006. The current statewide abrasion rate in Texas is seen to be higher than that found during 1985-86 as per survey done by IDRA. Higher abrasion rates indicate schools ‘ failure to maintain pupils in school. ( Texas Public School ) Analysis Some of the main findings can be listed as under: One of every three pupils left school prior to graduating with high school sheepskin. Overall abrasion rate has gone up by 3 % from 1985-86 to 2006-07 The abrasion rates of black pupils have gone up from 7 to 18 per centum points. Attrition rates of Latino pupils have remained the same at 45 % ( Attrition and Dropout ratesaˆÂ ¦ ) In position of the diverse cultural groups and race in Texas, political economic system has a important importance for the growing and development of province. These groups do hold diverse spiritual religions excessively. It becomes indispensable that they work cohesively for the overall aim of growing and development. Besides public school, the State of Texas promotes charter school so that under privileged and deprived excessively acquire equal chance for the development and growing. Charter schools are attractive because advanced pedagogues have a freedom to develop new and refined attacks to formal instruction. The province of Texas is one of the taking provinces in advancing the charter schools and that is declarative from the fact that the province has excused charter schools from certain revenue enhancements. State Board of Education ( SBOE ) of Texas is a facilitating organic structure for set uping charter schools. Government has to guarantee that everybody gets an chance without any racial, gender or category prejudice. It becomes necessary that these diverse groups have a religion in each other. The manner European feudal society examined political economic system, the political orientation and schooling clip to clip in a societal context so is the demand to absorb and convey homogeneousness across these diverse ethnic groups and race. Native Americans were most conformable to assimilation through instruction as mentioned by Jefferson and the same is the demand of an hr for holding all unit of ammunition growing with full engagement of all diverse groups of any race and ethnicity. Steven Tozer states â€Å" schools are complex establishments with varied and intricate relationships to their surrounding communities † . While the survey of learning methods and direction is important to proper teacher instruction, instructors must understand the complex nature and the broader societal context of instruction in order to do determinations about educational ends and methods for themselves. In other words, in add-on to larning how to learn, instructors should develop an apprehension of the dealingss between their schools and the larger society in which schools are embedded. Thus school preparation is based on premiss that understanding the context of American schooling in general and Texas in peculiar can take to an apprehension of what it means to fix pupils to come in and populate in a democratic society. Determining and Bettering the Education System In position of the above demographic displacement in Texas, it becomes imperative to develop and implement necessary alterations in instruction system and course of study, which eventually brings equal chance for all, riddance of poorness for the category who are deprived and therefore opening the door for inclusive growing. At this occasion, it will be pertinent to take note of the positions of some of the celebrated educationalists who have played a cardinal function in determining the American schools over the old ages. Horace Mann has possibly instilled most profound impact as an educationalist to carry through the above ends. He felt the demand to promote the moral orientation of the pupils and he was right in indicating out that it can better be achieved through public schools. He strongly believed that a set of values can be devised for citizens in the proper operation of democracy and that should be nurtured during the school yearss of a kid. These set of values are non identified with any spiritual religions and will ever be compatible to all spiritual beliefs and followerss. Mann emphasized on practical cognition. He believed that ownership of cognition means one is in charge of his/her fate. He believed that human existences are separate from all other species in their pursuit of cognition, intent and intelligence and if these are non decently harnessed so life is so full of waste. Mann strongly opposed rote acquisition as it is non effectual and does non convey coveted consequences. He viewed larning as a agency to an terminal which separates us from the animate being. ( Giants of American Education, pg 7 ) His positions on instruction in his Twelfth Annual Report as Secretary of Massachusetts State Board of Education clearly advocated about cosmopolitan instruction which will emancipate the domination of capital and obsequiousness of labour to a big extent. Educationist James Conant James Conant put frontward particular plans for gifted pupils and screening them as per their ability and proposed academically less gifted pupils for work. Conant besides proposed scholarships to academically qualified pupils. He was concerned about â€Å" fringy † pupils and of the sentiment that excessively many pupils are likely to lend to societal instability through over-education. Conant steadfastly relied on experts as a means to make ideal democratic values and believed in equality of all type of labours. His survey of high schools conducted in 1957-58 along with run for the book ‘The American High School Today ‘ all greatly contributed to the public sentiment that comprehensive high schools were carry throughing its mission. He concluded that vocational instruction was suited for schools holding low economic strength. John Dewey stressed that the pedagogue must take into consideration that each pupil is different. Each individual has a different yesteryear experiences and different familial scenes. For him, instruction has a broader societal intent and purposes at giving freedom along with construction and order to the pupils and non based on merely caprices of the instructor or the pupils. So harmonizing to him it is based on the theory of experience, which is derived from continuity and interaction. Each state of affairs can be experienced otherwise by different individuals because of the singularity of each person. One pupil may hold a liking for one school while another one may detest it and for pedagogue it is indispensable to understand these state of affairss while showing the educational state of affairss to them. Therefore, the instructor with good apprehension of these varied state of affairss probably to assist pupils and supply quality instruction to the pupils, which is besides releva nt to the pupils. ( Experience and instruction ) In present extremely competitory sphere, any employer would wish to see following from his/her employees. Comprehension and reading accomplishments Communication skills – written and unwritten Computational accomplishments Problem resolution and decision-making capacity In order to foster above accomplishments, it is required to hold activity-centered instruction. Students should be trained for rational and moral growing with maximal flexibleness and freedom in their operations. Having seen assorted cardinal issues involved in the reform procedure, it can be said that the followers should be the most cardinal portion of the educational reforms procedure. Educational disadvantage linked with ethnicity, race, and low household income should non come in between while tackling the endowment of pupils. Ninety per centum of school instructors in U.S public schools are white so pedagogues of all race and cultural orientation demand to develop new teaching methods to run into the demands of altering demographics with extreme earnestness. Highly trained and effectual instructors are the demand of an hr and most critical ingredient for pupil ‘s inclusive growing and their public presentation. Teachers need to develop cultural competences – should be able to organize and develop effectual relationships across all race and ethnicity. Proper monitoring and timely disciplinary action with appropriate feedback to the pupils will assist accomplish higher public presentation from the pupils. There has to be changeless and echt interaction between instructor and pupils so that timely disciplinary actions keep the diverse race of pupils in one common watercourse. All support directed for the proper cause and used most efficaciously towards the attainment of aims laid down clearly and exactly in a given clip frame. Decision Finally, any public school should come out with an effectual mission statement for instructors and school leading that ‘my school is committed to leave an just and indifferent educational experience for every pupil of the school regardless of their gender, race, ability, socioeconomic association, faith, beginning, age, or linguistic communication. ‘ How to cite Demographics Diversity and Education in Texas, Essay examples

Report on Research in Accounting Practice

Question: Write an essay on research in accounting practice. Answer: Introduction: The following report is a presentation on the researches relating to accounting practices for Strong Built Construction Company on appointment of executives. The report deals with the different aspects of compensation packages to the executives that is necessary for both the employees and employers in an enterprise in order to achieve the target goals. Discussion: In job offers, important factor for employees and executives is the compensation package in addition to the basic remuneration provided by the organizations. In the given case, a new Chief Financial Officer, Susan Bold has been appointed in the Strong Built Construction Company seeking an approach for compensation package (Bromwich and Scapens, 2016). Typically there are generally ten elements of compensation package that is: Basic Salary Annual or Quarterly Bonus Other Bonus Stock Options Stock Equity Pre- tax contribution Health perquisites Life and Accident Insurance Travelling or Legal Insurance Other basic perquisites The above-mentioned elements of compensation package vary from organization to organization depending on different criteria like geographical factor, industrial factor, professional experience etc. Some organization may not provide little compensation as against their policy while some organizations might provide more elements of compensations and perquisites (Van der Stede, 2016). Traditional Agency theory states the relationship between individuals or between entities and individuals in terms of contracts for any decisions to be taken by one individual on behalf of another individual. The agency relationship occurs when entity or an individual as a principal hires another person for the delegation of a specific project in terms agreed between the agent and principal (Malmi, 2016). The key assumptions of the traditional agency theory based on the number of behavioral assumptions that are concerned with the principal and agents while some of the assumptions are dependent on disciplinary approaches. One such assumption is the self-interest between principal and agent for which they enter into the contract. It states that the purpose of entering the contract is similar to both the principal and agents for any particular project in terms of agreed compensation paid by the principal (Lin, 2015). Another assumption considered in the traditional agency theory is utility maximisers. However all the agents do not consider this assumption. This assumption is mainly taken by the principal- agent relationship that are mathematically researchers and the projects which are required to be done in the mathematical ways and in no other ways (Malmi, 2016). One of the important assumptions of the theory is the risk preferences between principal and agents. Risk preference assumption depends on the tolerance level of the principal and agent that is if they are risk takers then they would not seek for the security. Whereas the risk averse principal and agents prefers security over risks involved projects however, principals are considered to be indifferent about risks while agents are considered to be risk averse. This is because principal is bound to pay the contracted compensation to the agents depends on the conditions of his performance (Bolton, Mehran, and Shapiro, 2015). Hence, agent is supposed to perform as per the requirement of principal, which is a risk to him. Further, there are certain other assumption in the theory is that difference in types of agents that is to classify the agents for being productive or unproductive, experienced or inexperienced etc. Other assumptions in the traditional agency theory relates to the information and goal conflicts (Danthine and Donaldson, 2015). Influence of these assumptions of the traditional agency theory on approaches to compensation is the contracted amount, which is paid by the principal to its agents on hiring terms and conditions depending on the escalations or inflation of future economy (Bolton, Mehran, and Shapiro, 2015). Extrinsic motivation is a behavioral performance of an activity, which is performed by individuals in order to receive or earn reward or to evade an adverse situation or outcome (Lin, 2015). For example, studying hard to get good marks in the examination, playing sports to win awards, cleaning and dusting the room in order to avoid parents snapping etc. Whereas intrinsic motivation is a performance of an activity, which involves personal, desire to reward for its own sake rather than any external reward. Intrinsic motivation is performed for self-satisfaction and development rather than any external enjoyment or fun (Arnold, 2016). For example, playing a sport because the activity is enjoyable for the participant, studying hard in order to gain knowledge rather than for the sake of attaining good grades, cleaning the room because it is good to be around cleaned environment. Apart from the differences, there are certain relationships between the two Extrinsic and Intrinsic Motivations. Even though the two motivations are different, both are some way related to each other, i.e. as extrinsic motivation is externally related while intrinsic is internally related, both can be simultaneously related (Van der Stede, 2016). For example, a student likes to study hard in order to gain knowledge which eventually end up getting good grade, an individual likes to play a sport and the same helps the individual in achieving awards, an individual likes and enjoys doing work which ultimately help him/ her earning the livelihood. In an organization, employee is the most vital factor for its growth and sustainability. Additionally, for the employees the key attribute is the compensation pay package provided by the enterprise. Employee compensation is the most crucial part for a companys management as it is the mode of connection between the employer and employee. The influence of remuneration or compensation package plays an important role in the attitude of employee that could be either risky or favorable for the entity. No organization or company can be a big company without the service of employees be it white collared or blue collared hence it is very important to place a decent and deserving compensation to its employees (Lin, 2015). Employees attitude towards the compensation package plays in adverse situation that is if the organization is paying as per the employees desire and capacity, the employee will have a positive attitude towards its work. However, this could be in terms of higher basic pay and less perquisites or compensation or vice versa (Van der Stede, 2016). In any of the situations, it is important for the enterprise to stand at par with the employees desire. Financial benefit from any organization can be either monetary or non-monetary that an employee desires from its employer in return of the work performed by them. Financial benefits can be base pay or it can also be in the form of incentives or perquisites. The time period for the payment of the financial benefit depends on the policies of company to company i.e. the compensation can be paid monthly in some entities while some entities provides quarterly or annual payments (Van der Stede, 2016). This period generally varies and depends on the size of the company and the type of the industry it works in. In case the main object of the entity is blue, collared employees then the financial benefit payment could be a monthly payment. While, the payment may be monthly or annually in case of white collared employee and the segregation can be in other type as well. Compensation package in an organization is designed based on the several factors like the industrial norms, companys outcome and goals, geographical factors, field of experience, working hour slabs etc. Compensation can of three types- Direct Financial compensation, Indirect Financial compensation and Non- Financial compensation. Direct financial compensation refers to basic pay i.e. salaries or wages, commissions, brokerage. Whereas indirect financial compensation refers to the benefits in the form of leaves, allowances, retirement plans etc. on the other hand, Non- financial compensation refers to promotions, growth, working infrastructure of the organization (Bromwich and Scapens, 2016). In formulation of compensation package, there should be fairness in respect of the employment condition as it plays a crucial role in an organization (Bromwich and Scapens, 2016). The fairness role can be in terms of the geographical factor that is the region in which the organization is located and hiring the employees. Another fairness role could be the category of employment that is there should be parity for the employees as per their qualification and experience. The executive compensation committee is responsible to formulate and review the compensation and allowances packages. In the determination of compensation package it is the duty of committee to provide benefits to the executives apart from the basic pays, although it is not a compulsion on their end. The committee has the right of choice to provide or not to provide the benefit to the executives. This discretion has been provided in the provisions of Executive Compensation Committee because the clause of benefits or allowances provided to the executive employees depends on various factors, which may differ from organization to organization (Malmi, 2016). As per the legal rules, listed companies are compulsorily required to form and establish an executive compensation committee consisting of independent directors in recommendation to the board of directors. As per the requirements, a committee should be having minimum of two directors that was increased to five members because of the increase and growth in work of the committee. The members should be independent or non- executive director of the company, as they do not possess any substantial interest in the organization. Additionally, the professional qualification of the members should also be considered i.e. the members are required to have expertise and knowledge in the field of finance and accounts in order to have the understanding of costs of company, risks to the company, outcome of the company (Malmi, 2016). Conclusion: The assignment is dealt with the various elements and issues of compensation and benefit package in context to the executives in an organization. Apart from basic pay there are several other key elements which comprise the compensation and the same varies between company to company in respects to various factors. For any organization it is one of the important variables because the growth and sustainability of an entity is dependent on its man power hence, the organization should provide a decent and deserving compensation to its employees. Moreover, it brings the motivation and job satisfaction among the executives if they are paid well in return of their performance. Reference List: Aaron, J.R., Gibson, S.G., McDowell, W.C., Harris, M.L. and Jobe, M.E., 2015. Structuring Executive Compensation Contracts: The Impact of Industry Technological Intensity.Journal of Management Policy and Practice,16(3), p.11. Arnold, V., 2016. The changing technological environment and the future of behavioural research in accounting.Accounting Finance. Balsam, S., Boone, J., Liu, H. and Yin, J., 2015. The impact of say-on-pay on executive compensation.Journal of Accounting and Public Policy. Bolton, P., Mehran, H. and Shapiro, J., 2015. Executive compensation and risk taking.Review of Finance, p.rfu049 Bromwich, M. and Scapens, R.W., 2016. Management Accounting Research: 25 years on.Management Accounting Research,31, pp.1-9. Danthine, J.P. and Donaldson, J.B., 2015. Executive compensation: A general equilibrium perspective.Review of Economic Dynamics,18(2), pp.269-286. Lin, F., 2015. Essays in Corporate Governance and Executive Compensation. Malmi, T., 2016. Managerialist studies in management accounting: 19902014.Management Accounting Research,31, pp.31-44. Van der Stede, W.A., 2016. Management accounting in context: Industry, regulation and informatics.Management Accounting Research,31, pp.100-102.

Things I Learned About Poisonous Snakes Essays - Snake,

things I learned about poisonous snakes POISONOUS SNAKES There are more than twenty-five hundred types of snakes in the world and only half of them will attack you under some circumstances. They will attack you if you run at them or try to hit them or some times they will not attack you at all. Not all snakes are human eaters. They may scare you even if they are not poisonous. There is a way to tell if they are poisonous or non poisonous by the colors on their back. There is a saying that goes ? If red touches yellow your a dead fellow, if red touches black your OK jack.? The second thing I learned about snakes is how they eat. Snakes have many different sizes' fangs that is where the poison is released from. The snake with the biggest fangs is on the viper. The weirdest thing is the python has such small fangs when it's such a big snake. The most poisonous snake is the sea snake that one lives in the ocean. I think it's cool how a snake eats because it swallows its prey whole by dislocating its jaw. It extends to swallow its victim. The way a snake catches its prey is by striking at it and then injects the poison into it, and a few minutes later the animal dies or is paralyzed. The snake smells it with its tongue and then does its thing. After it eats it does not need to have food for about 2 months. One other important thing, is that when an anaconda or other very big snakes eat it wraps its self around you or some kind of animal. They will squeeze you to death or until you pass out or die. They will then dislocate their jaw and swallow you whole. It will take about an hour to eat you it depends on the size of the body of the human or the animal. There are less than one thousand snake bites reported here in the United States. Here in the Southwest there are more rattle snakes than anywhere. If you are ever bitten by a snake, you should kill it and save it if you can. To be identified. Even after it's dead you should only touch it by its tale because the poison is still in its fangs. Another thing I learned about snakes is that they can be very friendly to you. There are many people that have snakes as pets. They are also taking a risk because they can bite and sometime strangled people. The ones that would be the safest for you are the non poisonous snakes. That was my book report on snakes

Dreams Aspirations and Goals Essays

Dreams Aspirations and Goals Essays Dreams Aspirations and Goals Essay Dreams Aspirations and Goals Essay I merely want to get down off by stating that I am genuinely blessed to be able to hold the chance that so many don’t have: acquiring an instruction. I dreamed I would ever be able to larn to be able to make a small of everything no affair what it was: either it was larning culinary. mechanics. scientific discipline. mathematics. history. etc. I’ve merely wanted to be that one individual who knows a small of everything ; no affair what the accomplishment was I could make it. It may sound impossible but nothings impossible. As I enter the college life. this is where I will be finding my dream and where I genuinely will belong for the remainder of my life it may take a piece but that’s what college is for to truly prove the Waterss and go comfy with the 1 that business that truly fits me good. I think what I truly want to accomplish in college is to be a function theoretical account ; to be the function theoretical account that I want to be responsible by being able to equilibrate my school. work. and societal life. but most significantly I want to be able to do my household proud and back up them like they did for me. I think my biggest dream was to go person who can draw a bead on and actuate people with their creativeness or to merely be a function theoretical account – hopefully that this experience in college will truly assist me carry through that. I know that cognition is cardinal to pretty much everything we have to cognize – practically every and anything about whatever business we want to hold. But what’s incorrect with utilizing our originative side – isn’t it fun excessively merely possibly one time show up to category and have to pull for an assignment but no 1 says it has to be perfect no 1 expects you to be Picasso. We are being required to pull and utilize our originative side express our artistic side whether it be through words. pulling merely to be able to merely your true possible with creativeness. In my experience of high school I had an astonishing literature instructor who would sometimes merely be fun and originative and merely hold us pull for one of our diaries but it wasn’t stupid it was originative. Bing originative is one of my biggest passions in life. I hope that I can truly show people there is nil incorrect with being originative. Responsible the one thing some peop le are afraid to be. When you hear the words independent it describes everything about being responsible. It’s when you start to make things on your ain – a simple definition. In deepness you have your ain flat possibly. pay your ain auto. measures. and you have a stable good paying occupation. It shows true duty when you can equilibrate your school. work. and societal life because you’ve shown how mature and independent you can be – there is nil more accomplishing to turn out that you pushed yourself through all those darks of cryings and perspiration to complete that assignment. High School was a kind of interrupting point for me with AP literature to give me a gustatory sensation of the college life – all the darks I stood up to finish my documents. I can state you this it was candidly worth it even though it stressed me out as I stared hours at a clean page at how to get down my paper but so one time you get traveling it all merely flows out. One thing I know is that all that dedication of my clip and attempt will assist me to be coming successful in my hereafter. I wouldn’t be able to hold done it without the support of my household and friends. So my end in college is to graduate and calculate out what I want to be. When I do graduate I want to be able to back up and be at that place for everyone who did the same for me. Most of all I want to botch my parents and spoil and hoarded wealth so like they did to me and my siblings. I candidly couldn’t have done it without their words of wisdom. kindness and experiences that showed me this chance I have to take advantage of so on behalf of my parents. household and friends my journey to success is my gift to you and may I do you prouder than you are when you saw me with my first cap and gown.

Analyze the treatment of the theme of death and its aesthetic Essay

Analyze the treatment of the theme of death and its aesthetic representation. interpret sandy mcintosh poems, cemetery chess and - Essay Example In a clear attempt to deal with his mother’s death, the poet created numerous poems that explore, on multiple levels, the experience of irrevocably losing a loved one. His use of language is both simple and complex. The words he uses are approachable, easy to understand, and string together in an easy-to-follow sequence. However, the way he strings them together and the words he chooses to place in various places invoke a sense that there is much more being said than what comes through on a simple reading. In poems such as â€Å"Cemetery Chess† and â€Å"Between Earth and Sky†, McIntosh provides us with a seemingly whimsical look at death and its effects as he discusses his mother’s decline into death and eventual burial while also hinting that there’s something much deeper, more insightful, behind the words. Within both of these poems, McIntosh makes the topic of death something approachable and something that can be talked about without fear or ov erwhelming sadness. As fellow poet Neil de la Flor says, â€Å"McIntosh unlocks what's inside of us scurrying about in a disorganized, yet manufactured chaos of our own doing. McIntosh puts that mess in order and narrates the stories, the poems, that run through our veins and his. He paints a world that we can walk into and sit down safely next to our greatest fears and hopes† (2013). ... In the poem "Between Earth and Sky", the speaker exposes some of the loss he feels as he begins to lose his mother. He writes at a time when he has already come to accept his mother's condition and is able to speak from a point of reflection and contemplation. He tells us this openly and realistically, admitting that it has been a process: There was a time when I would have corrected her right then: "No, Mother," I would have said. "That isn't true." But I've known for some time she's been going round the bend, her memory dissolving in dementia. It is only a surprise to find she has been busy rewriting our scripts with happy endings! (McIntosh, 15-20) Part of his acceptance may be the amount of time that has passed since his mother was first diagnosed, or it might be that he, and his mother have reached an age where death is no longer all that frightening. According to Feifel and Banscomb, "at both 'conscious' and 'fantasy' levels, older subjects displayed less fear of death than the ir middle-aged and younger counterparts (cited in Neimeyer, 2004) in scientific studies regarding attitudes toward death. However, that doesn't mean that the speaker is fully aware of what is going on. While looking at this poem, it is tempting to say Fink is wrong in his assessment of McIntosh's poetry as a whole that "the male speakers (and sometimes female characters) in his poems and prose-poems often seem to be caught in the grips of a psychological determinism that, to greater or lesser degrees, thwarts their agency, or else their lack of insight about how they are manipulated by external forces prevents them from perceiving possibilities for agency that can increase their range of

Dell development Essay Example | Topics and Well Written Essays - 1000 words

Dell development - Essay Example Dell has to rethink its strategy of direct selling and is now attempting to sell through retailers globally. Although at every stage they have been quick in recognizing opportunities and translating it into action by innovating new products, but their profits and revenue has gone down remarkably. New product development requires ingenuity in product designing and creation and then market analysis. They did make extensive efforts to identify target group while designing the new products. Their ideas, concept and technology development were all in place but of late competition has overtaken them. They did capture a good market share not just in the US but even in other countries but due to their marketing approach and low-cost computers the advantage that they gained due to new product development was lost. While Dell did involve itself in all these activities, but research suggests that their direct selling concept seems to have now been the cause of their downslide. The right resourc es have also to be allocated to the NPD process, which is where Dell lacked.

Operations Strategy Case Study Example | Topics and Well Written Essays - 5000 words

Operations Strategy - Case Study Example In fact, empirical evidence shows us that realized strategy tends to be about 10-30 percent of intended strategy. What really determines strategy is the "patterns of decisions that emerge from individual managers adapting to changing external circumstances and the ways in which the intended strategy was interpreted." What is Apple's mission and strategy today' Apple's mission is to deliver a highly innovative and superior solution to a customer's personal computing needs. Apple's present day competitive strategy is a return to differentiation. Key elements to this strategy are an emphasis on design, service, branding through advertising, and quality. Drivers needed to attain these objectives are through the firm's unique marketing abilities, engineering skills, creativity, and R& D (Apple Computer, 2005). Although the company has excelled in delivery and order processing, it still has yet to prove its operational efficiency. Therein lies Apple's principal weakness. In the past, Apple has failed to reconcile the added cost of differentiation with operational efficiencies in production and distribution. Apple has also shown competencies in building brand reputation and generating buzz for its products. Their marketing campaigns have been successful and remain a value added activity. Financially, the company remains liquid with substantial cash reserves and is not highly leveraged in debt (Apple Financial, 2006). Apple's differentiation strategy is uniquely aligned with the changing dynamics of the industry. Firstly, Apple owns the only viable alternative to a "Wintel" machine. All other major computer manufacturers are only slightly differentiated because they are forced to conform to the "Wintel" standards of an Intel chip and Microsoft operating system. They are limited to differentiating themselves based on accessibility, service, and marketing. Apple has successfully differentiated itself as the only viable alternative to the PC standard. The two major forces that have affected market share loss are the misconception that Apple computers are incompatible with available software for Wintel machines and buying one will result in losses in functionality. This can be overcome with aggressive marketing campaigns in which Apple has demonstrated value added competencies. The second major factor contributing to Apple loss in market share is the unmatched price erosion from the PC market. Apple has failed to narrow the gap because of its operational inefficiencies. If Apple can narrow this price gap and overcome the negative software perception, it will undoubtedly regain market share (Bateman - Snell 2004). Internal Analysis Mission, Long-Range Objectives, Current Strategy, and Performance Between the years of 1980 and 2001, Apple slid along a turbulent slope of declining market share and profit erosion where it lost its leadership position and now lags as a market follower with a mere 3% total market share. Apple's inability to defend its market share and leadership status can be directly attributed to one general, yet prevailing driver. Throughout this fleeting tenure, Apple lacked a clear mission and competitive strategy that drove the value creating activities of the firm (FEI 2006). Apple began with the mission to "change the world through technology." More specifically, the company sought

Media Ownership and Cultural Imperialism

Media Ownership and Cultural Imperialism Evaluate the claims made by authors arguing that media ownership and concentration lead to cultural imperialism with specific reference to a media text(s) of your choice. Do you agree? Media concentration and its impact on the effective citizen cultural participation has always been an important matter in both our past and modern society. Many authors argue that media ownership and concentration leads to cultural imperialism. To evaluate these claims we first need to define, with reference to several media texts, what the common terms of cultural imperialism, and media ownership and concentration generally refer to. Using multiple sources, more than refering to one specific media text, will help us to build a omniscient and objective knowledge about the subject. Throughout the years, these terms – taking into account today’s increasing wide range of media and ways of communicating – have evolved significantly in both their value and connotation, leading towards a critical point for our contemporary society and the ones to come. After explaining the meaning of cultural imperialism, we will then take a look at what media ownership and concentration stands for in our modern world and how it leads to cultural imperialism. Cultural imperialism Many authors – sociologists, anthropologists, and ‘philosophers’ – tend to explain, in the most accurate way, these two symbolic terms without any strong conviction in the end. For John Tomlinson this expression does not have a particularly long history. In the 1960s cultural Imperialism became a part of the general intellectual currency – a generic concept: It (cultural imperialism) brings together two words which are themselves extremely complex and problematic, in an attempt to provide a covering concept for a very broad range of issues (Tomlinson, 2002: 3).To make it easier we shall divide these two terms and attentively study the definition of culture and the definition of imperialism independently, ultimately arriving at a better understanding of the importance in defining this expression. In Oxford Dictionary the word â€Å"cultural† is defined as: â€Å"an improvement or refinement of mind, manners, etc., by education and training; condition of being thus trained and refined; particular form or type of intellectual development or civilization† (Shorter Oxford Dictionary, 2007: 261). Despite that the word culture is still one of the three most complicated words in the English language, by the nineteenth century the British anthropologist E.B. Tylor (1874: 185) provided probably the most popular definition of culture: â€Å"Culture is that complex whole which includes knowledge, belief, art, law, custom and any other capabilities and habits acquired by man as a member of society.† Imperialism is, itself, defined as â€Å"the policy, practice, or advocacy of extending the power and dominion of a nation especially by direct territorial acquisitions or by gaining indirect control over the political or economic life of other areas; broadly: the extension or imposition of power, authority, or influence†. Historically, imperialism is defined through the economic system (and its reference to colonial rules) and the political system, in which appears the Marxist analysis of stages, the modern capitalism and the fight between the American and Soviet Union (Williams, 1958). â€Å"Commonly associated with the policy of direct extension of sovereignty and dominion over non-contiguous and often distant overseas territories, it also denotes indirect political or economic control of powerful states over weaker peoples. Regarded also as a doctrine based on the use of deliberate force, imperialism has been subject to moral censure by its critics, and thus the term is frequently used in international propaganda as a pejorative for expansionist and aggressive foreign policy† (Wesseling, 2004: 7226-7232). If we now jointly consider these two definitions, we then nearly approach the following definition by Martin Barker and Julian Petley (2001: 22): â€Å"It seems to mean that the process of imperialist control is aided and abetted by importing supportive forms of culture.† Let us now examine a clear and direct example of cultural imperialism by Robert Cecil (1971: 6). In his folio about cultural imperialism, he essentially focuses on the impact of the colonisations across the world. For him this is the beginning of pure and simple cultural imperialism. If we have a look for instance at some meetings of The United Nations Educational, Scientific and Cultural Organization, known as Unesco, when the French-speaking Africans and English-speaking Africans stand up to make a speech to the assembly, you can obviously distinguish characteristics of French and British culture. Respectively, French-speaking Africans speak in rather an silver-tongued, logical way; while the English-speaking Africans tend to be more blunt, empirical and, occasionally, even humorous. Which methods are used to convert a nation under cultural domination? The leading method is language. As an example, if you compel somebody, throughout an educational system or as a means of economic concern, to speak your language, to some extent you are imposing your pattern of thought on them. A French sociologist, Pierre Bourdieu, in an interview (Paris, 1996) communicated the following: Only knowledge of language enables the influence of the culture expressed by that language to be fully effective and to reach the soul of another people. We can also find this cultural panel in advertising campaigns, such as McDonald’s, Pepsi, Durex or Ford. Fords advertising, like the others cited above, adapts itself to cultural differences between the many countries in which the brand is available. The American ads are generally bringing back the classic American way of life, using old gangster movie patch-work as background references. Asian ads for Ford feature a fantastic, cartoon-ish style. While the UK ads are usually matching with the English humour style: short, direct, colorful and relevant. If we then sum up all those different approaches of the expression we can see that cultural imperialism is, finally,spreading and exalting habits and values; a practice in which diferent economic powers play a big part. It is with this link to economic power that the media ownership and concentration now interferes. Media ownership and concentration To explain the meaning of media ownership and concentration, we need to think about the natural tendency of capitalistic economic systems linking to oligopoly or monopoly. â€Å"Media concentration is defined as an increase in the presence of one (monopoly) or a few media companies (oligopoly) in any market as result of acquisitions and mergers or the disappearance of competitors† (Meier Trappel, 2004: Chap. 4). Indeed, Indeed, the world is basically ruled and owned by mainstream media conglomerates. In the late 90s, there were nine corporations (mainly from the U.S.) that dominated the media world called the Big Ones. According to an article from The Nation, the Big Ones never totally changed. The top ten media companies around early 2002 were AOL, Time Warner, Disney, General Electric (quote in the article as a media company), Sony, News Corporation, Liberty Media, Vivendi, AT T, Viacom, Vivendi and Bertelsmann (Robert W. McChesney, The Nation Magazine :1999) However, as Mark Crispin Miller points out (2007) companies may â€Å"come and go†. I chose to use the reference of mainstream media conglomerates ruling the world because these corporations, even if they seem to refer to media corporations, they share members of the board of directors (also known as the process of interlocking directorates) within a large panel of big companies, including each important economic devise such as Oil Companies, Pharmaceutical and Health car companies, Banks and technology companies. All of these companies are followed by many other â€Å"Second tiers† companies that each earn billions dollars of business. For example, ABC/Disney, among other corporations, owns FedEx, Boeing, City National Bank, Starwood Hotels Resorts; CBS/Viacom owns Dell, American Express, Akamai Technologies, Lafarge Corp, Amazon.com, etc. We are living to serve advertisers purposes. Cest notre raison dà ªtre claims the CBS C.E.O.. This capitalist economical process ruled by the constant need of power is very frequently seen as a problem for contemporary media and society. Media ownership of concentration and cultural imperialism So, how is this media ownership and concentration leading to cultural imperialism? The situation of an healthy and fair democracy is when choice is given to all. In other words, is when media impacts on the market by offering a wide range of ideas, information and types of culture. It is well-known that radion, newspapers, television and, mor recently, internet form a part of everyday life that democracy finds and uses as a way of expression in general media circles. What if, however, this circle is altered by economic ownership, competition and profit? There may be some media etablishment preaching the diversity, but it would only be on a external look. The worry is that so many agencies are often held by one giant only: â€Å"Defenders of narrowing control of the media point, accurately enough, to the large numbers of media outlets available to the population: almost 1,700 daily papers, more than 8,000 weeklies, 10,000 radio and television stations, 11,000 magazines, 2,500 book publishers and more †¦Unfortunately, the large numbers deepen the problem of excessively concentrated control. If the number of outlets is growing and the number of owners declining, then each owner controls even more formidable communications power† (http://www.globalissues.org, 2007; Bagdikian, 2000: 222). In terms of â€Å"quality† of the information reported, the media concentration makes it totally subjective (through the eyes of a few men pulling strings). While concurrential competition can be a good aspect for news reporting and media in general to push for a better quality, the concentrated control of media companies (oligolpoly) and its very special competition has reduced media under cheap popular information through crude sensationalism rather than quality, detailed reporting etc. This type of competition clearly affects the journalisms ability to spread quality news and alters the gap of theorical and professional journalism. But those decisions are firstly made because society and people change. Readers and viewers care 5more about scandals, celebrities affairs and local news (check the emergence and success of tabloids and magazines like Hello, OK, Star, and the Sun, which are also basically owned by the same man: Rupert Murdoch). Therefore, according to Fair.org we bsite: â€Å"Newspaper editors and television news executives have reduced the space and time devoted to foreign news coverage by 80% to 60% during the past 15 to 20 years† (http://www.fair.org, 2009). In terms of political aspect, there is hardly any obvious or revealed strategy adopted by governments. Of course they need to stick the law and human rights on the top of the list, but if we have a closer look over media ownership and their relation to the politics, we can find mutual gainful links (such as censorship, subtle truth distortion etc.). Although for now, let us take the example of Berlusconi. In this case, Berlusconi, with the help of the media and their stinginess, efficiently controlled the government’s and populations mind. With his own media (and with the journalists he co-opted with money) he controlled the parliament, the public opinion 1and the state bureaucracy in order to change the realistic substance of his judiciary charges, which could lock him and his subordinates to jail. By controlling the media, controlling peoples minds, spreading opinions and influencing decisions has never been so simple! Concerning diversity and homogeneity of media content, it is known that media organizations try to cover all audiences and public. They cant afford to provide worldwide information and decline it to more than thousands culture. Thus they use â€Å"omnibus media.† Transporting everything for everybody. It, then, reduces the diversity of opinions and commentary for common purposes. To widely sum up: one idea for all, which then involves a sort of imperialism since no other choice is given. Furthermore, the fact that international and national news is passed on by only a few preponderant global news agencies, and that the national and local news is delivered by only one agency makes the journalistic sources of news coverage very limited in scope. However, there is no empirical or scientific evidence that editorial quality has declined under monopoly conditions according to Werner A. Meier and Joseph Trappel (2004: chapter 4). Most of the media companies listed above are American, thus talking about cultural imperialism consequently implies to especially focus on the American media supremacy. You can travel to the most reclusive village and you will be able to satisfy your craving for a Big Mac, entertain yourself by watching a Hollywood blockbuster in your comfy Nike shoes. â€Å"This proliferation of American products across the globe is more than mere accident. As a by product of globalization, it is part of a larger trend in the conscious dissemination of American attitudes and values that is often referred to as cultural imperialism† Galeota, 2007: 1). Also, if we take cinema production as an alternative example: a few years ago, the youth of the world had a choice between Chinas history review by way of Walt Disney’s Mulan, and the Old Testament recreated by Stephen Spielberg’s The Prince of Egypt – still coming from American media productions. Foreign history and legends painted with the American background colors! At the same time, foreign productions crossing the U.S. borders are also submitted to an â€Å"Americanization† on the scenario and screen production. TenkÃ…Â « no shiro Rapyuta (Castle in the sky) is the 1986s animated film by Hayao Miyazaki. The Japenese version includes traditional and minimalist soundtracks by Joe Hisaishi. The european exported version includes the same sountrack and original dialogues with subtitles; while the American edition changes the music, dialogues and deletes scenes. After this incident, Ghibli Studios (Hayao Miyazaki production) refuses to export their films within the U.S. borders. But if America triumphs on screen in the vanguard, it must also triumph through the universal message of Hollywood – a message of individual voluntarism, easily transferable (and easily ingestible) to all peoples of the planet. Conclusion Here we tend to explain the origins and, through many sources of modern cultural imperialism, the composition of media ownership and concentration. After reading many articles, views, and claims about these different subjects, it was clear and obvious to realize their common interaction. The increasing globalization of media activities across the industry of media during the past ten years has made media ownership and concentration a fundamental socio-political, cultural and economical phenomenon. This media concentration clearly leads to a cultural imperialism interacting all over the world. Moreover, media concentration reduces the sources and information given to the reader/spectator. But on the other hand, we also have to consider another aspect of the problem: the basic psychological behaviour of our society. Historically a â€Å"leader† has always been at the forefront of society. Whether religious, monarchical, political or cultural the presence of leadership brought security and direction to the people (Montesquieu, 1748). Whether right or wrong, the views of the leader were adopted by the people often leading to cultural unrest and misguidance. The â€Å"safety needs† of the people, as Maslow claimed manifests itself in the choice and preference for leadership. In many ways the role of the leader has been adopted by the media giants who express their views to a widespread audience of followers. From the famous Thomas Hobbes (1660) claim â€Å"Man is a wolf for other men† (or commonly translated as â€Å"Dog eat Dog†), we became a society of â€Å"loup et moutons† (wolf and sheep). The population is now known for following ideas and opinions like sheep, and ingurgitates the information without questioning it (check the French INPI Campaign, 2001). Like a Sheppard herding sheep, the media giants (the Sheppard) can control and manipulate views of the people (the sheep) without the true facts being presented. So, whose fault is it if we talk about cultural imperialism? The media giants spreading the exact ideas and opinions without the foresight for a true and objective opinion or the people who blindly believe the opinions forced upon them? 2633 words Works Cited Barker, Martin, and Julian Petley. Ill effects: the media/violence debate. Vol. 2. Routledge, 2001. Print. Bourdieu, Pierre. Sur la Tà ©là ©vision. Dailymotion. 28 Nov. 2006. Web. 28 July 2009. Bourdieu, Cambridge 2005, The journalistic field, ed. Polity Car Ford Company. Advertisement. Pubstv.com. 2008. Web. 28 July 2009. . Fair.org. Interlocking Dictatorates. Fair. 2009. Web. 28 July 2009. . Galeota, Julia. Cultural Imperialism: An American Tradition. The Humanist. 2004. Web. 2009. . Meier, Werner A., and Joseph Trappel. Media Concentration and the Public Interest  . Media Policy, convergence, concentration and commerce. Euromedia research group ed. Denis Mc Quail and Karen Siune, 2004. Print. Miller, Mark Crispin. Mark Crispin Miller, January 7, 2002, What?s Wrong With This Picture?, The Nation. The Nation 7 Jan. 2002. Global Issues. Web. 28 July 2009. . Tenk? no shiro. Dir. Hayao Miyazaki. Ghibli studio, 2001. DVD. Tomlinson, John. Cultural Imperialism: a critical introduction. 2002. Print. Tylor, Edward B. Primitive culture: researches into the development of mythology, philosophy, religion, language, art and customs. H. Holt and Company, 1874. Print. Wesseling, H. L. History of Imperialism. The International Encyclopedia of the Social Behavioral Sciences Neil J. Smelser Paul B. Baltes (2004). Print. Williams, Raymond. Culture and Society. London: Chatto and Windus, 1958. Print. Robert Cecil C.M.G., M.A., 1971, Cultural Imperialism, ed. The Institute for Cultural Research Robert McChesney, 1999, Rich Media Poor Democracy, University of Illinois Press Ben H. Bagdikian, 2000, The Media Monopoly, Sixth Edition, ed. Beacon Press Montesquieu, 1748, De lesprit des lois Thomas Hobbes, 1660, Le là ©viathan Doyle Gilliam, London 2002, Media ownership: the economics and politics of convergence in the UK and European media, ed. Sage Ronald V. Bettig Jeanne Lynn Hall, 2003, Big Media, Big Money: cultural texts and political economics, published by Rowman Littlefield Publishers, INC. The Real Thing. The Coca-Cola Company, Atlanta Ga. WXYZ-TV, Yourtown, AZ. 5 Dec. 2008 Meenakshi Gigi Durham and Douglas Kellner, 2006, Media and cultural studies: keyworks, Published by Wiley-Blackwell 9/9

Censorship :: essays research papers

Censorship "The song [Cop Killer] is fiction, not fact. At no point did I go out and say 'Let's do it.' I am singing in the first person as a character who is fed up with police brutality. I ain't never killed no cop. I felt like it a lot of times. But I never did" -Rapper Ice-T, National Review, July 20, 1992. Statements such as that has started an on going debate about censorship in the television and music industry. What exactly is censorship? Some feel censorship is a violation of the first amendment right. Others say censorship is a must in the violent, abusive world we call "society". Who has the right to censor? Who doesn't? What needs to be censored, and what doesn't? The fact of the matter is that their are the pro's and con's in the music and entertainment industry about censorship. Since its invention earlier this century, television has become the most popular format for entertainment. We can be entertained, informed, and inspired by programs on TV. In fact, Americans love TV so much that we probably watch far too much of it. TV stations are becoming less restrictive about content in their programs. More violence, profanity, and nudity than ever before now graces our TV screens every night. Clearly, there are things that children should not be seeing on TV. The new V-chip legislation passed be Congress requires all TV manufactures to install an electronic device that allows parents to set the tolerance levels for violence, profanity, and nudity. However, are children's viewing habits the responsibility of the government or the parents? There are several arguments that can be made on censorship on TV. One for example, what the pro's for censorship? What are the con's? The are a lot of good points and bad points about censorship on TV. A good point that can be made is that there are a lot of violence and profanity on the "tube". This can be clearly stopped by the new V-chip legislation just passed. But would the V-chip automatic censor block out such violent dramas a "Schindler's List," "Root." or "Gone With the Wind?" Would producers make a television mini-series about the bloody Civil War, which very likely would be blocked as too violent, or pass on such a project for fear of censorship? Another good point to censor certain TV shows is the theme of the show or movie.

The Impact of Wach Tv Children

Title: -The Impact of watchingTelevision for Children The Case of Children watching Television in Ethiopia Chapter One 1. Introduction 1. 1 Back Ground Television (TV) has its good side. It can be entertaining and educational, and can open up new worlds for kids, giving them a chance to travel the globe, learn about different cultures, and gain exposure to ideas they may never encounter in their own community. Shows with a prosaically message can have a positive effect on kids' behavior; programs with positive role models can influence viewers to make positive lifestyle changes.However, the reverse can also be true:   Kids are likely to learn things from TV that parents don't want them to learn. TV can affect kids' health, behavior and family life in negative ways. Whether good or bad, television has found its way into the lives of people all over the world and it an important part of life for many. Some consider it to be a great invention while others say that it harms people and society. Here is a summary of those thoughts. Television is often the main or only source of information about current events and biased or inadequate reporting can deliver inaccurate or misleading information and opinion.Ethiopian Television was established in 1964 with assistance from the British firm, Thomson. It was created to highlight the Organization of African Unity (OAU) meeting that took place in Addis Ababa that same year. Color television broadcast began in 1982 in commemoration of the founding of Workers' Party of Ethiopia (WPE). The current structure and goals of ETV were established 1987 with Proclamation This research may see general and specific area of in Addis Ababa, children see television that its impact.The television and channel clients are increasing every day around the city so, we need to the advantage and disadvantages in the children see tv. 1. 2 Statement of the Problem In recent years, TV, video and DVD programs have come on the market—and now ev en a cable channel for children. We don't know yet what effect TV-viewing by children may have on their development. We do know that time spent watching TV replaces time spent interacting with caregivers and other children. Social interaction is critical to a child's healthy affected.A great deal is known about children and television, because there have been thousands of studies on the subject. Research has studied how TV affects kids' sleep, weight, grades, behavior, and more. Spending time watching TV can take time away from healthy activities like active play outside with friends, eating dinner together as a family, or reading. TV time also takes away from participating in sports, music, art or other activities that require practice to become skillful. Children can be exposed to programming that is not appropriate for their age.Adult themes of sex and violence are far too easily accessed and they destroy the innocence of children. Adults frequently spend many hours each day watc hing television to the detriment of work or family life. 1. 3 Objectives This research goal to show the impact of watching TV children among the cultural, society and school life in Addis Ababa. To show the problem and recommend the way of protecting and minimizing the problem through awareness of the research. How big a presence is TV in kids' lives? * TV viewing among kids is at an eight-year high.On average, children ages 2-5 spend 32 hours a week in front of a TV—watching television, DVDs, DVR and videos, and using a game console. Kids ages 6-11 spend about 28 hours a week in front of the TV. The vast majority of this viewing (97%) is of live TV [1]. * 71% of 8- to 18-year-olds have a TV in their bedroom [1a]; 54% have a DVD/VCR player, 37% have cable/satellite TV, and 20% have premium channels [2]. * Media technology now offers more ways to access TV content, such as on the Internet, cell phones and iPods.This has led to an increase in time spent viewing TV, even as TV-s et viewing has declined. 41% of TV-viewing is now online, time-shifted, DVD or mobile [2a]. * In about two-thirds of households, the TV is â€Å"usually† on during meals [3]. * In 53% of households of 7th- to 12th-graders, there are no rules about TV watching [4]. * In 51% of households, the TV is on â€Å"most† of the time [5]. * Kids with a TV in their bedroom spend an average of almost 1. 5 hours more per day watching TV than kids without a TV in the bedroom. * Many parents encourage their toddlers to watch television. Find out more about TV in the lives of children ages zero to six. * Find out more about media in the lives of 8- to 18-year olds. As you can see, if your child is typical, TV is playing a very big role in their life. Here are some key research findings to keep in mind as you decide what kind of role you want TV to play in your family: * TV viewing is probably replacing activities in your child' s life that you would rather have them do (things like pl aying with friends [6] , being physically active, getting fresh air, reading, playing imaginatively, doing homework [7], doing chores). Kids who spend more time watching TV (both with and without parents and siblings present) spend less time interacting with family members. [8] * Excessive TV viewing can contribute to poor grades [8a], sleep problems, behavior problems, obesity, and risky behavior. * Most children’s programming does not teach what parents say they want their children to learn; many shows are filled with stereotypes, violent solutions to problems, and mean behavior. * Advertisers target kids, and on average, children see tens of thousands of TV commercials each year [9]. This includes many ads for unhealthy snack foods and drinks.Children and youth see, on average, about 2,000 beer and wine ads on TV each year [10]. * Kids see favorite characters smoking, drinking, and involved in sexual situations and other risky behaviors in the shows and movies they watch o n TV. * More on how television viewing affects children. * For more detailed information on these and other issues, read on. Does TV affect children's brain development? With television programs—and even a cable channel—designed and marketed specifically for babies, whether kids under two years of age should be watching becomes an important question.While we are learning more all the time about early brain development, we do not yet have a clear idea how television may affect it. Some studies link early TV viewing with later attention problems, such as ADHD. However, other experts disagree with these results. One study found that TV viewing before age three slightly hurt several measures of later cognitive development, but that between ages three and five it slightly helped reading scores [11]. The American Academy of Pediatrics takes a â€Å"better-safe-than-sorry† stance on TV for young children [12]. It may be tempting to put your infant or toddler in front o f the television, especially to watch shows created just for children under age two. But the American Academy of Pediatrics says: Don't do it! These early years are crucial in a child's development. The Academy is concerned about the impact of television programming intended for children younger than age two and how it could affect your child's development. Pediatricians strongly oppose targeted programming, especially when it's used to market toys, games, dolls, unhealthy food and other products to toddlers.Any positive effect of television on infants and toddlers is still open to question, but the benefits of parent-child interactions are proven. Under age two, talking, singing, reading, listening to music or playing are far more important to a child's development than any TV show. † In addition, TV can discourage and replace reading. Reading requires much more thinking than television, and we know that reading fosters young people's healthy brain development. Kids from fami lies that have the TV on a lot spend less time reading and being read to, and are less likely to be able to read [13].What about TV and aggressive or violent behavior? Literally thousands of studies since the 1950s have asked whether there is a link between exposure to media violence and violent behavior. All but 18 have answered, â€Å"Yes. †Ã‚  Ã‚   The evidence from the research is overwhelming. According to the AAP, â€Å"Extensive research evidence indicates that media violence can contribute to aggressive behavior, desensitization to violence, nightmares, and fear of being harmed. † [14]   Watching violent shows is also linked with having less empathy toward others [14a]. An average American child will see 200,000 violent acts and 16,000 murders on TV by age 18 [15]. * Two-thirds of all programming contains violence [16]. * Programs designed for children more often contain violence than adult TV [17]. * Most violent acts go unpunished on TV and are often accomp anied by humor. The consequences of human suffering and loss are rarely depicted. * Many shows glamorize violence. TV often promotes violent acts as a fun and effective way to get what you want, without consequences [18]. Even in G-rated, animated movies and DVDs, violence is common—often as a way for the good characters to solve their problems. Every single U. S. animated feature film produced between 1937  and 1999 contained violence, and the amount of violence with intent to injure has increased over the years [19]. * Even â€Å"good guys† beating up â€Å"bad guys† gives a message that violence is normal and okay. Many children will try to be like their â€Å"good guy† heroes in their play. * Children imitate the violence they see on TV.Children under age eight cannot tell the difference between reality and fantasy, making them more vulnerable to learning from and adopting as reality the violence they see on TV [20]. * Repeated exposure to TV violen ce makes children less sensitive toward its effects on victims and the human suffering it causes. * A University of Michigan researcher demonstrated that watching violent media can affect willingness to help others in need [20a]. Read about the study here: Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Viewing TV violence reduces inhibitions and leads to more aggressive behavior. * Watching television violence can have long-term effects:   * A 15-year-long study by University of Michigan researchers found that the link between childhood TV-violence viewing and aggressive and violent behavior persists into adulthood [21]. * A 17-year-long study found that teenaged boys who grew up watching more TV each day are more likely to commit acts of violence than those who watched less [22]. * Even having the TV on in the home is linked to more aggressive behavior in 3-year-olds.This was regardless of the type of programming and regardless of whether the child wa s actually watching the TV [23]. What parents can do: * According to the American Academy of Pediatrics, media education can help kids become less susceptible to the bad effects of watching violent TV. Some studies have shown that kids who received media education had less violent behavior after watching violent programs. Teach your kids to be media savvy. Find out more about media literacy. * Watch with your kids, so if the programming turns violent, you can discuss what happened to put it in a context you want your kids to learn. Know what your kids are watching. Decide what programs are appropriate for their age and personality, and stick to your rules. * To minimize peer pressure to watch violent shows, you may want to talk to the parents of your child's friends and agree to similar rules. * Visit YourChild:   Managing Television:   Tips for Your Family for more ideas. For more on TV violence and kids: * Key Facts: TV Violence—a report from the Kaiser Family Foundatio n. * A 1993 summary of some of the research on TV violence and behavior. * Television Violence:   Content, Context, and Consequences. The National Television Violence Study (NTVS). * Television Violence:   A Review of the Effects on Children of Different Ages—a 1995 70-page report and review of the literature. * Violence in the Media–Psychologists Help Protect Children from Harmful Effects: Decades of psychological research confirms that media violence can increase aggression. * Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others—This study by a University of Michigan researcher demonstrates that watching violent media can affect willingness to help others in need. Joint Statement on the Impact of Entertainment Violence on Children:   Congressional Public Health Summit—a statement of the American Academy of Pediatrics, American. Academy of Child & Adolescent Psychiatry, American Psychological Association, American Medical Asso ciation, American Academy of Family Physicians, American Psychiatric Association. Can TV scare or traumatize kids? Children can come to view the world as a mean and scary place when they take violence and other disturbing themes on TV to be accurate in real life. Symptoms of being frightened or upset by TV stories can include bad dreams, anxious feelings, being afraid of being alone, withdrawing from friends, and missing school. * Fears caused by TV can cause sleep problems in children [24]. * Scary-looking things like grotesque monsters especially frighten children aged two to seven. Telling them that the images aren't real does not help because kids under age eight can't always tell the difference between fantasy and reality. * Many children exposed to scary movies regret that they watched because of the intensity of their fright reactions. Children ages 8-12 years who view violence are often frightened that they may be a victim of violence or a natural disaster. * Violent threats shown on TV can cause school-aged kids (8-12) to feel fright and worry. When the threat is shown as news it creates stronger fears than when it is shown as fictional [25]. How does watching television affect performance in school? * TV viewing may replace activities that we know help with school performance, such as reading, doing homework, pursuing hobbies, and getting enough sleep. * One research study found that TV's effects on education were long term.The study found that watching TV as a child affected educational achievement at age 26. Watching more TV in childhood increased chances of dropping out of school and decreased chances of getting a college degree, even after controlling for confounding factors [26]. * Watching TV at age four was one factor found to be associated with bullying in grade school [27]. Can TV influence children's attitudes toward themselves and others? Let's take a look at what kids see on TV, and how it can affect their beliefs about race and gender: * Children learn to accept the stereotypes represented on television.After all, they see them over and over. * When non-whites are shown on TV, they tend to be stereotyped. * A review of the research on gender bias shows that the gender-biased and gender-stereotyped behaviors and attitudes that kids see on television do affect how they see male and female roles in our society. * Television and movies do not often show Asians or Asian Americans, and when they do, they fail to show the diversity in Asian American culture [28]. * Thin women are disproportionately represented on TV.The heavier a female character, the more negative comments were made about her [29]. * In 1990's commercials, white men more often were depicted as strong, while white women were shown as sex objects. African American men more often were portrayed as aggressive and African American women, as inconsequential [30]. * Ads for household items, like cleaning products, usually feature women [31]. * G-rated movies ar e commonly viewed by younger children—often over and over on DVD, and perceived by parents as safe for little kids.However, in these movies, whether live action or animated, males are shown more than females, by three to one, they are not often shown in relationships, and do not solve problems peacefully [32]. * In G-movies, characters of color are under-represented, and are usually shown as sidekicks, comic relief, or bad guys. Male characters of color are more aggressive and isolated [33]. * Music videos over-represent black males as aggressors, and white females as victims, compared to actual demographic data [34]. To learn more, visit the Center for Media Literacy's page on Stereotyping and Representation How are children portrayed on TV? A study by a group called Children NOW of how children are shown on local TV news, found that [35]: * Almost half of all stories about children focus on crime (45%). * Children account for over a quarter of the U. S. population but only 10% of all local news stories. * African American children account for more than half of all stories (61%) involving children of color, followed by Latino children (32%).Asian Pacific American and Native American children are virtually invisible on local news. * African American boys are more likely than any other group to be portrayed as perpetrators of crime and violence whereas Caucasian girls are most likely to be shown as victims. Can TV affect my child's health? Yes, TV is a public health issue in several different ways. First of all, kids get lots of information about health from TV, much of it from ads. Ads do not generally give true or balanced information about healthy lifestyles and food choices.The majority of children who watch health-related commercials believe what the ads say. Second, watching lots of television can lead to childhood obesity and overweight. Finally, TV can promote risky behavior, such as trying dangerous stunts, substance use and abuse, and irrespons ible sexual behavior. Children who watch more TV are more likely to be overweight * University of Michigan researchers found that just being awake and in the room with the TV on more than two hours a day was a risk factor for being overweight at ages three and four-and-a-half. [34]   * The effects can carry on into adult weight problems.Weekend TV viewing in early childhood affects body mass index (BMI), or overweight in adulthood. [35] * University of Michigan researchers and their colleagues who investigated whether diet, physical activity, sedentary behavior or television viewing predicted body mass index (BMI) among 3- to 7-year-old children, found that physical activity and TV viewing are most associated with overweight risk. TV was a bigger factor than diet. Inactivity and TV became stronger predictors as the children aged [36]. * Children who watch TV are more likely to be inactive and tend to snack while watching TV. Many TV ads encourage unhealthy eating habits. Two-third s of the 20,000 TV ads an average child sees each year are for food and most are for high-sugar foods. After-school TV ads target children with ads for unhealthy foods and beverages, like fast food and sugary drinks [37, 38]. * All television shows, even educational non-commercial shows, replace physical activity in your child's life. * While watching TV, the metabolic rate seems to go even lower than during rest [39]. This means that a person would burn fewer calories while watching TV than when just sitting quietly, doing nothing. The food and beverage industry targets children with their television marketing, which may include commercials, product placement, and character licensing. Most of the products pushed on kids are high in total calories, sugars, salt, and fat, and low in nutrients [40]. * Children watching Spanish-language TV after school and in the evening see lots of ads for food and drink. Much of it targets kids and most of the ads are for unhealthy foods like sugared drinks and fast food. This advertising may play a role in the high risk of overweight in Latino kids [40a]. Results from recent studies have reported success in reducing excess weight gain in preadolescents by restricting TV viewing [41]. Childhood TV habits are a risk factor for many adult health problems * One study looked at adults at age 26, and how much TV they had watched as children. Researchers found that â€Å"17% of overweight, 15% of raised serum cholesterol, 17% of smoking, and 15% of poor fitness can be attributed to watching television for more than 2 hours a day during childhood and adolescence. †Ã‚   This was after controlling for confounding variables [42]. Children may attempt to mimic stunts seen on TV Injuries are the leading cause of death in children, and watching unsafe behavior on TV may increase children's risk-taking behavior. * Kids have been injured trying to repeat dangerous stunts they have seen on television shows. * Many kids watch TV sporting events. Researchers surveyed TV sports event ads to assess what kids might be seeing. Almost half of all commercial breaks during sporting events contained at least one ad that showed unsafe behavior or violence [43]. Watching TV can cause sleep problems * Television viewing is associated with altered sleep patterns and sleep disorders among children and adolescents. Regular sleep schedules are an important part of healthy sleep. A recent study found that infants and toddlers who watch TV have more irregular sleep schedules. More research is needed to find out whether the TV viewing is the cause [44]. * Those sleep disturbances may persist. Teens who watched three or more hours of TV per day had higher risk of sleep problems by early adulthood [45]. * Find out more in this research brief from the Kaiser Family Foundation: Children’s Media Use and Sleep Problems: Issues and Unanswered Questions. TV viewing may promote alcohol use The presence of alcohol on TV runs the gamut f rom drinking or talking about drinking on prime-time shows, to beer ads, to logos displayed at sporting events. * Many studies have shown that alcoholic drinks are the most common beverage portrayed on TV, and that they are almost never shown in a negative light. * Recent studies have shown that exposure to drinking in movies increases the likelihood that viewers themselves will have positive thoughts about drinking [45a]. * Alcohol has damaging effects on young people’s developing brains—and the damage can be permanent.TV ads are a major factor in normalizing alcohol use in the minds of children, adolescents and college students [46]. * Ads for alcohol portray people as being happier, sexier, and more successful when they drink. Alcohol advertising, including TV ads, contributes to an increase in drinking among youth [47]. * Television ads for alcohol, such as â€Å"alcopop,† which combine the sweet taste of soda pop in a liquor-branded malt beverage, may targe t youth, especially girls and Hispanic and African American kids [47a]. The Center on Alcohol Marketing and Youth (CAMY) at Georgetown University found that in 2003, the top 15 prime time programs most popular with teens all had alcohol ads [48]. * Alcohol is increasingly advertised during programs that young people are more likely to watch than people of legal drinking age [49]. Kids who watch TV are more likely to smoke * Even though tobacco ads are banned on TV, young people still see people smoking on programs and movies shown on television. The tobacco industry uses product placement in films.Smoking in movies increased throughout the 1990s [50] . * Internal tobacco industry documents show that the tobacco industry purposefully markets their product to youth. The industry uses subtle strategies like logos at sporting events, product placement, and celebrities smoking to get around the ban on TV advertising for their products [51] . * Kids who watch more TV start smoking at an e arlier age. The relationship between television viewing and age of starting smoking was stronger than that of peer smoking, parental smoking, and gender [52]. Recent research has shown that exposure to smoking in movie characters increases the likelihood that viewers will associate themselves with smoking [52a]. * Find out more about kids and tobacco. Kids get lots of information about sexuality from television * Most parents don't talk to their kids about sex and relationships, birth control and sexually transmitted diseases (STDs). Most schools do not offer complete sex education programs. So kids get much of their information about sex from TV. * Kids are probably not learning what their parents would like them to learn about sex from TV. * Sexual content is a real presence on TV.Soap operas, music videos, prime time shows and advertisements all contain lots of sexual content, but usually nothing about contraception or safer sex. * The number of sex scenes on TV has nearly double d since 1998, with 70% of the top 20 most-watched shows by teens including sexual content [53]. Fifteen percent of scenes with sexual intercourse depict characters that have just met having sex. Of the shows with sexual content, an average of five scenes per hour involves sex. * Watching sex on TV increases the chances a teen will have sex, and may cause teens to start having sex at younger ages.Even viewing shows with characters talking about sex increases the likelihood of sexual initiation [54]. (Read more about this study. ) * Watching sexual content on TV is linked to becoming pregnant or being responsible for a pregnancy. Researchers found that even after controlling for other risk factors, the chance of teen pregnancy went up with more exposure to sex on television [55]. * On the flip side, TV has the potential to both educate teens, and foster discussion with parents. Watch with your kids, and use the sexual content on TV as a jumping-off point to talk with your teen about s ex, responsible behavior and safety. To find out more, read: * The American Academy of Pediatrics' (AAP) Parent Page on Sex, the Media and Your Child * The AAP' s policy statement on Sexuality, Contraception and the Media How can I find out more about kids and TV? Here are some websites with helpful information: * The Smart Parent's Guide to Kid's TV—from the AAP. * Guia para Ver la Television en Familia, a Spanish publication from the Educational Resources Information Center (ERIC). * Guidelines for Rating Children’s Television, a guideline from PBS Ready To Learn. * Pautas para la evaluacion de los programas de television para ninos, the above guideline, in Spanish. Special issues for young children (2-11 years) and Special issues for teens address some developmental issues. * Talking with kids about the news—10 tips for parents. * The Federal Communication Commission's (FCC) page on children's educational TV. Visit these related topics on YourChild: * Managin g Television: Tips for Your Family * Media and Media Literacy * Video Games * The Internet * Obesity * Sleep Problems * Reading What are some organizations that work on issues around kids and TV? * The Center for Media Literacy believes in empowerment through education—that kids need to learn how to think critically about TV and other media. Media Awareness Network is a Canadian group with a wealth of information for parents. * The Center for Screentime Awareness sponsors National TV Turn-Off Week each year. Future TV Turn-Off Weeks are in Spring and Fall: April 19-25, 2010 & September 19-25, 2010. TV-Turnoff Week is supported by over 70 national organizations including the American Medical Association, American Academy of Pediatrics, National Education Association, and President's Council on Physical Fitness and Sports. References Written and compiled by Kyla Boyse, RN. Reviewed by Brad Bushman, PhD

Description of the Diskobolos

Description of the Diskobolos When sculpted in 450 B.C.E., the Diskobolos was originally crafted in bronze. The sculptor, Myron, used a technique called hollow-casting which was common for Greek sculptors of the Archaic period. The title of the sculpture, Diskobolos, means "disk thrower" in Greek. This sculpture has been reproduced thousands of times, including many marble copies made by the Romans, and plaster casts like the one in our library.The Diskobolos is a very detailed sculpture. The musculature of it shows the athletic ability of Greek athletes. The athlete is sculpted in the nude like many of the other Greek sculptures. The sculpture is attempting to capture the art of athletic ability, during strenuous tasks. The athlete is in the climax of his action. Yet in the action, the athlete is concentrating on his task. The lack of expression on his face and the glare of the eyes portray his concentration.Map of "The archaic period in Greece (750 BC – 4...He is leaning forward at the hip. His upper bod y is twisted showing the torque needed to propel the discus. The athlete's legs are bent at the knees. With all the action going on in his body, the athlete still maintains his center of gravity which is necessary for him to complete the throw. The muscles over the entire sculpture are well defined. His shoulders are clearly defined from the rest of his arms. His chest has well defined pectoral muscles as well as abdominal muscles.Athletic ability was very important to the Greek's. For the first time in history we have art portraying athletes in action. Today the entire world still celebrates the Greek Olympic Games. The gamers were created more than 2500 years ago by the Greeks. Today the winners of the games receive medals, but in ancient Greece the athletes received crowns of olives. The athletes were...