Incomplete Creon Tragic Hero

Allen Yun Ms. Chen English 1 Honors 16 April 2013 Oedipus Rex and Antigone Essay Prompt What would happen if one were to witness a wealthy, powerful leader who could wish for nothing more in his life? Sounds like everything a man could dream of, right? What if this mighty leader had flaws that brought him to commit a grave mistake that led him to a road of misery? How would that same witness feel towards him now? In Sophocles’ Greek tragedy, Antigone, the antagonist, King Creon, undergoes this exact scenario.Another word for a character that experiences the following events is known as a tragic hero. Creon is the tragic hero of this play because of his flaw of hubris, his hamartia, and because of his rapid transition from being a great king to a miserable king that should be pitied. The single characteristic of hubris is one of the main reasons that make Creon a tragic hero. This is first expressed when Creon’s pride refuses to show mercy to Antigone even if they are re lated.He says, â€Å"This girl is guilty of double insolence, breaking the given laws and boasting of it. Who is the man here, she or I, if this crime goes unpunished? † (Sophocles 209). One would say Creon’s arrogant pride will stop at nothing in order to obtain the authority he desperately wants to rule by. Creon is most likely the type of person to always believe his actions are just and is higher than any other because of his pride. Hubris is also expressed when Creon attempts to contradict Teiresias, who was believed to be the smartest man of his time.Creon tells Teiresias, â€Å"Teiresias, it is a sorry thing when a wise man sells his wisdom, lets out his words for hire! † (232). This is evidence to prove that Creon’s pride has blinded himself because of his outrageous attempt to go contradict a man who has never been wrong. This event also hints Creon inviting catastrophe to occur when he keeps refusing to believe what Teiresias claimed. Ergo, hubr is was one of the main reasons that made Creon the tragic hero of the play. Creon issuing his edict, which is his hamartia, was the sole reason why this hole dilemma happened. It was because of his hamartia that made Creon the tragic hero as well. Creon’s hamartia is shown when Antigone tells Creon the right thing that he should have done. She states, â€Å"Nevertheless, there are honors due all the dead. † (211). The quarrel between the two main characters shows that Creon knew that his edict contradicts divine will and Theban traditions of below ground burials of all Thebans. Creon’s response to Antigone’s statement also shows that he persists in enforcing the edict, which puts him in a collision course with the gods.

Hum 176 Sylabus

The course provides an introduction to the most prominent forms of media that influence and impact social, business, political, and popular culture in contemporary America. It explores the unique aspects of each medium as well as interactions across various media that combine to create rich environments for information sharing, entertainment, business, and social interaction in the U. S. and around the world. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. †¢Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies govern ing your current class modality. Course Materials Campbell, R. , Martin, C. R. , & Fabos, B (2012) Media & culture: An introduction to mass communication (8th. New York, NY: Bedford/St. Martin’s. All electronic materials are available on the student website. Week One: The Formative Influence of Mass Media on American Culture DetailsDuePoints Objectives1. 1. Summarize the evolution of mass media. 1. 2. Identify the effects of mass media on American culture. ReadingRead Ch. 1 of Exploring Media & Culture. Nongraded Activities and PreparationWatch â€Å"The Media and Democracy† on Video Central. Watch â€Å"Agenda Setting and Gate-Keeping† on Video Central. Not graded Discussion Questions Respond to weekly discussion questions listed below. 15 Week One DQ#1Do traditional media have an advantage over emerging media? If so, what are they? If not, why not? Week One DQ#2 The Internet has provided many forms of social media and new forms are continuously emerging. Which forms of social media do you use on a regular basis and why? Are there any social media that you previously used but no longer use? If so, why? If not, why not? Week One DQ#3 Identify a single type of media (Internet, social media, newspaper, magazine, radio, or television) and describe the changes that have occurred to that type of media over the last 5 to 10 years.What implications so you see for the next 5 years? Explain. Week One DQ#4 If you were a reporter with access to all forms of media distribution, which do you choose first to tell a story? Why? How you might have answered this question differently 20 years ago? Week One DQ#5 In the 1950s, ’60s, and ’70s, television news was broadcast by three major television networks. There were practically no opportunities to â€Å"talk back† to the television. Now, through the Internet, there are many ways to respond to both television and Internet news. Do you think this has had a positive or negative effect on A merican culture?Why? Week One DQ#6 Is new media â€Å"mass† or not? Why? ParticipationParticipate in class discussion. Answering the supplemental questions counts towards your weekly participation grade. 10 Supplemental QuestionsMass Media: Research the evolution of mass media, which has changed significantly over the last 100 years. Some forms of mass media have changed so much that they are almost unrecognizable. What are the implications of these changes? How do you see these changes continuing to change the industry? Briefly describe how this activity applied to the weekly concepts. Mass Media Effects on American Culture:Choose an aspect of American life or culture that is or has been influenced by mass media. What are the effects of this influence? What effects does the media influence have on that part of the culture? Is this beneficial? Explain. Assignment Effects of Mass Media WorksheetResources: Week One Readings and Videos Compose answers to fill in the Effects of M ass Media Worksheet. 50 Week Two: Critical Approaches to Mass Media DetailsDuePoints Objectives2. 1. Explain the implications of media convergence, in terms of both technology and business. 2. 2. Identify issues resulting from dependency on mass media. . 3. Describe the value of media literacy. ReadingRead Ch. 1 and 2 of Exploring Media & Culture. Nongraded Activities and Preparation Watch â€Å"Going Viral: Political Campaigns and Video† on Video Central. Watch â€Å"Tablets, Technology, and the Classroom† on Video Central. Watch â€Å"The Impact of Media Ownership† on Video Central. Not graded Discussion QuestionsRespond to weekly discussion questions. 15 Week Two DQ#1 From your own experience, think of an example in which the media have been accused of unfairness. Draw on comments from parents, teachers, religious leaders, politicians, and so forth.Do you think these criticisms were justified? Why, or why not? Week Two DQ#2 Although in some ways postmodern fo rms of communication, such as e-mail, smartphones, and Twitter, have helped people participate in global life, do you think these media have also caused harm to traditional or native cultures? If so, how and why? If not, why not? Week Two DQ#3 How would you define media literacy? What do you think it would take to be considered â€Å"media literate†? Week Two DQ#5 Imagine that you are in a situation for an extended period of time without access to mass media. Would your life style be significantly different?Explain. Week Two DQ#6 According to the textbook, which form of media convergence, technology or business, has the most influence on your news consumption? Why? ParticipationParticipate in class discussion. Answering the supplemental questions counts towards your weekly participation grade. 10 Supplemental QuestionsMedia Convergence: The term media convergence refers to the merging of media content. One definition applies to technology, and the second refers to business: c orporate media conglomerates (see Ch. 1 & 12). Research the implications of this latter phenomenon.What conflicts of interest could occur within media conglomerates, and how could such conflicts affect society’s media consumption? Briefly describe how this activity applied to the weekly concepts. Mass Media: Consider the many different mass media resources for gathering information, such as the Internet, radio, television, and so on. If you were to obtain information from only one of the sources, would your information be reliable and accurate? Why or why not? Assignment Media Convergence WorksheetResources: Week Two readings and videos Compose answers to fill in the Media Convergence Worksheet. 50Week Three: The Significance of the Internet and the Digital Age DetailsDuePoints Objectives3. 1. Explain the implications of easily obtainable information in the digital age. 3. 2. Assess credibility issues regarding information on the Internet. 3. 3. Explain the concept of the dig ital divide. ReadingRead Ch. 2, 11, 13 of Exploring Media & Culture. Nongraded Activities and Preparation Watch â€Å"User-Generated Content† on Video Central. Watch â€Å"Net Neutrality† on Video Central. Not graded Discussion QuestionsRespond to weekly discussion questions. 15 Week Three DQ#1 Do you think the Internet can make democracy work better?If so, how? If not, why not? Week Three DQ#2 Do you think the Internet has a significant influence on political campaigns? Why or why not? Week Three DQ#3 Do you think the concentration of media ownership limits the number of voices in the marketplace? Explain. Week Three DQ#4 How do you know whether you can trust Wikipedia or another online resource? Week Three DQ#5 The digital divide refers to people that have access to digital media versus those that do not. Are people who do not have a smartphone at a disadvantage (that is, are they on the wrong side of the digital divide)? ParticipationParticipate in class discussion. Answering the supplemental questions counts towards your weekly participation grade. 10 Supplemental QuestionsArtists in the Digital Age: The Internet allows for numerous ways for the public to obtain music without paying for it. The Internet also provides numerous ways for artists to promote tours, new music, and memorabilia. Do you think the Internet has created more harm than good to artists in the music industry? Explain your answer. Ethical Responsibilities: What are the ethical responsibilities of Internet users? Include at least two basic ethical responsibilities to which Internet users should always adhere.Do you practice specific manners or â€Å"netiquette† during online interactions that you also expect from others? What kinds of ethical compliance do you expect in online transactions? Assignment Internet and Information PaperYour pen pal from a part of the world that lacks ready access to the Internet has written you a letter and asks you to explain several concep ts. Hello, I hear so many good things and am so fascinated with what you can do with the Internet. Finding all this information so quickly must make your life very easy. But please tell me: how do you assess the value of all this information you find on the Internet?How can you be sure that it is reliable and credible? Also, I have heard the term â€Å"digital divide. † What exactly does it mean, and how do you think this divide could be bridged? Thank you for helping me to understand these issues! Best regards, Your friend Resources: Week Three Readings and Videos Write a 700-to 1,050-word letter in which you respond to your friend’s questions. 50 Week Four: The Role of Social Media and Virtual Networks DetailsDuePoints Objectives4. 1. Explain the role of social media and virtual networks in a broader media culture. 4. 2. Evaluate the advantages and disadvantages of social media.ReadingRead Ch. 11 of Exploring Media & Culture. Nongraded Activities and PreparationWatch â€Å"The Rise of Social Media† on Video Central. Not graded Discussion QuestionsRespond to weekly discussion questions. 15 Week Four DQ#1 The Week Four Toolwire Learnscape explores the effectiveness of using social media to bring attention to WhizBang Games. In general, do you think the benefits outweigh the problems of publicizing any business in this way? Why, or why not? Week Four DQ#2 Social media appears to add different benefits and values. What benefits do social media offer for your personal use?What type of negative experiences, if any, have you had from social media? Compare your answers with those of your classmates. How do they differ? Week Four DQ#3 Do you think virtual interactive communities are genuine communities? Why, or why not? Week Four DQ#4 Given the trends in online gaming, what roles beyond entertainment do you see for gaming in the near future? Week Four DQ#5 Do you think the makers of violent and sexually themed games should be held responsible for the behavior of those who play them? Why, or why not? How much responsibility do parents have in allowing children exposure to these sources?Week Four DQ#6 At what age do you think is appropriate for a child to have access to social media? Why? ParticipationParticipate in class discussion. Answering the supplemental questions counts towards your weekly participation grade. 10 Supplemental QuestionsControversial Issue in Gaming: In this week’s Toolwire ® Learnscape, you meet with advertisers for the game you are promoting for WhizBang. You must provide the VP with details regarding controversial issues in electronic gaming. What are the most controversial issues in electronic gaming today? Mass Media Posters:Social media has grown over the last few years, infiltrating many different categories of people. Choose an age group that you can identify with. Create two posters, using Microsoft ® PowerPoint ® slides, depicting the advantages and the disadvantages of social medi a on society. Take into consideration the effect that social media has on your age group. Share your two posters with your class as a reply to this thread. Read through your classmates’ posters and comment on the ideas expressed in the posters. Assignment Social Media AssignmentChoose one of the following options:Option 1: Toolwire ®: Examining the Use of Social Media Access the Toolwire ® Learnscape: Examining the Use of Social Media through the link located on the student website. Complete the Learnscape Activities. Complete the Toolwire ® Learnscape Assessment Part A and Part B. Write 250 word response to each of the following questions: †¢What are the advantages and disadvantages of social media? †¢How might knowing these advantages and disadvantages alter how a person might use social media? Option 2: Social Media Paper Write 700- to 1,050-word paper and address each of the following: Identify at least three different social media networks and describe ho w they are used. †¢Explain the advantages and disadvantages of social media. †¢Explain how knowing the advantages and disadvantages might alter how a person would use social media. Support your findings with specific examples. Format your paper consistent with APA guidelines. 100 Week Five: The Impact of Audio Entertainment: Music and Radio DetailsDuePoints Objectives5. 1. Explain the reflective relationship between American culture and the audio entertainment media. 5. 2. Assess how music and radio have affected American values. 5. 3.Analyze the influence of music and radio on social behavior. ReadingRead Ch. 6 and 7 of Exploring Media & Culture. Nongraded Activities and PreparationWatch â€Å"Recording Music Today† on Video Central. Watch â€Å"Alternative Strategies for Music Marketing† on Video Central. Watch â€Å"Radio: Yesterday, Today, and Tomorrow† on Video Central. Watch â€Å"Going Visual: Video, Radio, and the Web† on Video Central. Not graded Discussion QuestionsRespond to weekly discussion questions. 15 Week Five DQ#1 Over the last century, do you think music has changed from being about artistic expression to being more about money and business?Why or why not? Week Five DQ#2 Is it possible for a band or artist to make topical or political commentary in a song today while focusing on turning a profit? Week Five DQ#3 Can you think of a particular song or album that strongly affected your understanding of culture and society? If so, how did it do so? If not, why don’t you think you had that experience? Week Five DQ#4 Should National Public Radio (NPR), a source for news, commentary, and culture, continue to receive public funding? Why, or why not? Week Five DQ#5 Which of the two do you think had more influence on American culture: rock usic of the ’70s or talk radio of the ’90s? Why? Week Five DQ#6 What artists and bands have had the greatest effect on popular culture? Explain why. Do you t hink the changing genre of popular music influences the culture of different eras? If so, how? If not, why not? ParticipationParticipate in class discussion. Answering the supplemental questions counts towards your weekly participation grade. 10 Supplemental QuestionsMedia Effectiveness: Select a breaking news story and find out how many ways that story is being delivered to an audience: online, traditional media, radio, or television.Which is most effective, and why? Did Music Rock Your World? Reflect back on your childhood and how you absorbed information and entertainment. Did you listen to music on the radio or from another source? How did music influence you as a child? How did music affect your social behavior? Assignment Influence of Music Presentation Resources: Week Five Readings and Videos Create a 5- to 8-PowerPoint ® slides to answer and illustrate the following: †¢In what ways have music and radio shaped American culture and its values? †¢Identify and introd uce your favorite musician, band, or type of music. Explain how American culture and social behavior have been shaped by the music you listen to. †¢Conclude your presentation by summarizing how audio media either reflect or influence social behavior and attitudes. 100 Week Six: The Power of Images: Television and Film DetailsDuePoints Objectives6. 1. Explain the reflective relationship between American culture and the visual entertainment media. 6. 2. Assess how television and film have affected American values. 6. 3. Analyze the influence of television and film on social behavior. ReadingRead Ch. 8, 9 and 15 of Exploring Media & Culture.Nongraded Activities and PreparationWatch â€Å"Blurring the Lines: Marketing Programs Across Platforms† on Video Central. Watch â€Å"What Makes Public Television ‘Public’? † on Video Central. Watch â€Å"Based On: Making Books Into Movies† on Video Central. Watch â€Å"More Than a Movie: Social Issues and Fi lm† on Video Central. Not graded Discussion QuestionsRespond to weekly discussion questions. 15 Week Six DQ#1 Choose a movie or show of a time you are familiar with that best reflected the popular culture of this country. What cultural aspects were present that made the movie or show appealing?Do you think those movies or television shows are still relevant and accurate? Why, or why not? Week Six DQ#2 Imagine a world without movies. What would it be like? Why? Week Six DQ#3 Some people consciously decide to not own a television set. Do you think they are wise, or are they missing out? Why do you think so? Week Six DQ#4 YouTube could be called television of the future. Do you think YouTube and television are more alike or different? Why? Week Six DQ#5 In 1939 Gone With the Wind was released with a swear word in it: â€Å"Frankly, my dear, I don’t give a damn. † Today it would hardly be noticed.What do you think this change says about American culture? Participatio nParticipate in class discussion. Answering the supplemental questions counts towards your weekly participation grade. 10 Supplemental QuestionsEntertainment Think of an entertainment event that influenced you in some way. What effect did that event have on your life? What influence does that type of event have on American culture? Good or Bad? Television and film have been intricately woven into the fabric of American culture over the last 60 years. Think of a specific television program or film that you think affected American culture in a positive or negative way.Explain your opinion. Did it have a lasting effect or create a permanent change? Do you see this as a good or bad result? Assignment Influence of Visual Media Paper Resources: Week Six Readings and Videos Write a 350- to 700-word paper in which you investigate the interrelationship between culture and the visual entertainment media, such as television and film. Include answers to the following questions: †¢In what w ays have various forms of visual entertainment media shaped American culture and its values? †¢Are the social influences of the visual entertainment media mostly positive or negative?Explain. Illustrate your answers with specific examples. Conclude your paper by summarizing how visual media either reflect or influence social behavior and attitudes. Format your paper consistent with APA guidelines. 75 Week Seven: The News Media: Journalism and Democracy DetailsDuePoints Objectives7. 1. Assess how information media affect American values. 7. 2. Explain the social responsibilities of the news media. 7. 3. Describe the role of the news media in politics. 7. 4. Evaluate the transformative effect of electronic media on journalism. ReadingRead Ch. and 14 of Exploring Media & Culture. Nongraded Activities and Preparation Watch â€Å"Newspapers and the Internet: Convergence† on Video Central. Watch â€Å"Fake News/Real News: A Fine Line† on Video Central. Watch â€Å"News papers Now: Balancing Citizen Journalism and Investigative Reporting† on Video Central. Watch â€Å"Journalism Ethics: What News Is Fit to Print? † on Video Central. Watch â€Å"The Objectivity Myth† on Video Central. Watch â€Å"The Contemporary Journalist: Pundit or Reporter? † on Video Central. Discussion QuestionsRespond to weekly discussion questions. Discussion QuestionsParticipationWeek Seven DQ#1 How comfortable are you with the credibility of the information you find on the Internet? For example, consider websites such as dailykos. com, drudgereport. com, huffingtonpost. com, mrc. org, and so on. What, if anything, makes you comfortable about the credibility of these sources? Why? Week Seven DQ#2 Many news media now attempt to increase popularity by incorporating entertainment value into their news items along with information value. Do you think this affects the ability of news media to uphold their social responsibilities? Week Seven DQ#3During the past election, did you ever find yourself following a political story or candidate on the Internet? Did you follow similar stories on candidates through television or in your local paper? What were the differences between Internet reporting and television/newspaper reporting? In your opinion, what are the general effects of the Internet on politics? Week Seven DQ#4 Do you think news reporting has changed significantly with the advent of the Internet and converging media? Why, or why not? Week Seven DQ#5 Do you think the media adequately holds politicians accountable for their actions?Why, or why not? Week Seven DQ#6 American newspapers are reputedly dying. Do you think electronic media have had a major or minor influence on their alleged demise? Explain. 15 Participate in class discussion. Answering the supplemental questions counts towards your weekly participation grade. Supplemental QuestionsPrinciples of Journalism Walter Cronkite, a well-respected American journalist, defin ed the principles of journalism this way: fairness, balance, truth, and honesty. Do you think these principles exist in today’s news journalism? If so, how? If not, how does today’s practice diverge from them?Give specific examples. Political Balancing Act Think about a recent media event involving a political issue that interests you. What role did the news media play? In your opinion, did the news media act ethically? Did they present a balanced or unbalanced view of the event? In what ways? 10 Assignment News MediaChoose one of the following options: Option 1: Toolwire ® Learnscape Credibility and Impact Access the Toolwire ® Learnscape: Credibility and Impact: Exploring the Internet and Politics through the link located on the student website. Complete the Learnscape Activities.Complete the Toolwire ® Learnscape Assessment Part A and Part B. Write 250-word response to the following question: †¢Do the information media have social responsibility? If yes, in what ways? If no, why not? Option 2: Journalist E-mail You are a rookie news journalist, and you just completed your first major assignment covering a political campaign, including extensive research of websites to provide the political background of your story. Your best friend emails you and asks how it went. Write a 350-to 700-word e-mail to your friend in which you detail the challenges you faced regarding the following: Your responsibility as a journalist to provide fair, honest, and balanced coverage. †¢How you struggled with whether your story was socially responsible. †¢Assessing the credibility of the political Internet sites you visited for your research (consider Drudge Report, Daily Kos, Politico, Colbert Nation, The Hill, etc. ). Your awareness of how political news reporting might influence public opinion and American values. †¢100 Week Eight: Advertising and the Culture of Consumerism DetailsDuePoints Objectives8. 1. Explain the role of advertising i n a culture of consumerism. 8. . Outline key persuasive techniques used in consumer advertising. 8. 3. Identify critical issues in advertising. ReadingRead Ch. 12 of Exploring Media & Culture. Nongraded Activities and Preparation Watch â€Å"Advertising and Effects on Children† on Video Central. Watch â€Å"Advertising in the Digital Age† on Video Central. Watch â€Å"Filling the News Hole: Video News Releases† on Video Central. Discussion QuestionsRespond to weekly discussion questions. Discussion Questions ParticipationWeek Eight DQ#1 Can you think of an experience where advertising shaped your consumption? Explain.Week Eight DQ#2 Controversial topics in advertising include targeting children(sometimes even in schools); advertising alcohol, tobacco, and prescription drugs; creating a culture of excessive consumerism; promoting unrealistic ideals of beauty and gender roles; deceptive marketing; and aggressive political advertising. Which of these issues do you find most problematic? Why? Week Eight DQ#3 Are there particular advertisements that you find offensive? Which ones, and why? Week Eight DQ#4 Are there particular advertisements that you find annoying? Which ones, and why? Week Eight DQ#5The city of San Francisco in 2010 banned toys in McDonald’s children’s meals. McDonalds responded by offering the toys for a nominal additional cost to the meal. How important do you think the toys were to the sales of those meals? Why? 15 Participate in class discussion. Answering the supplemental questions counts towards your weekly participation grade. Supplement QuestionsCommercial Comparison Find a commercial from the 1960s or 1970s from the Electronic Reserve Reading page or elsewhere, and then a recent one for the same brand or a comparable product. Write a 200-word paragraph comparing the two commercials.What elements have changed in the presentation of the product and in the strategies to sell it? Include links to both commerc ials. Consumer Advertising Techniques Paragraph Consumer advertising has infiltrated all aspects of life. Identify one online advertisement and the persuasive techniques it uses. Evaluate whether these techniques are effective or ineffective. Write a 200-word paragraph discussing the techniques. What elements have influenced the techniques? 10 Assignment Effects of Advertising PresentationResources: Week Eight Readings and Videos Choose a product or service from these examples: †¢Fast food Class of consumer product †¢Personal care †¢Automobile Research online to analyze how that product or service has been advertised. Prepare an 8-to 12-slide PowerPoint ® presentation in which you investigate the role of advertising in a culture of consumerism. Be sure to discuss the following areas: †¢What are the key persuasive techniques used in advertising for your selected product or service? Illustrate with specific examples, explaining how each technique works. †¢Di scuss whether any of the following critical issues that related or connected with you product or service: oChildren and advertising oAdvertising in schools Health and advertising oPolitical advertising †¢Find one example of a commercial or advertisement of your product or service that strikes you as particularly creative and appealing. Consider some of the following questions: oWhat are the elements that are unusual? oWhat is the target group of the commercial? oHow does the commercial appeal to consumers? oWhy do you believe this commercial to be effective in brand name recognition? oWho determines ethical standards for advertising? oHow are ethical standards met (or pushed to their limits)? †¢Summarize the ways in which advertising has affected American culture.Illustrate your findings with specific examples. If you use external references, make sure to list your references on the last slide. Format your presentation consistent with APA guidelines. 100 Week Nine: Freedom of Expression in the Digital Age DetailsDuePoints Objectives9. 1. Assess the tension between free speech and constraints on free speech in media. 9. 2. Explain the legal and regulatory safeguards on free speech in the media. ReadingReview Ch. 7, 15 and 16 of Exploring Media & Culture. Nongraded Activities and Preparation Watch â€Å"Bloggers and Legal Rights† on Video Central.Watch â€Å"The First Amendment and Student Speech† on Video Central. Not graded Discussion QuestionsRespond to weekly discussion questions. 15 Week Nine DQ#1 Do you think online content should ever be censored? Explain. Week Nine DQ#2 Do you think the current movie rating system serves its intended purpose, or should it be changed? Why, or why not? Week Nine DQ#3 Between 1949 and 1987, the Fairness Doctrine was an FCC rule designed to provide â€Å"reasonable, although not necessarily equal† opportunities in presenting opposing viewpoints in radio broadcasting in order to avoid one-sided presentations.The practice was repealed under President Reagan as part of a wider deregulation effort. Do you think the Fairness Doctrine should be revived, revised, or left dead? Why? Week Nine DQ#4 Some organizations and political figures have declared that Internet access is a civil right. Do you agree or disagree with this thinking? Why? Week Nine DQ#5 What if an Internet search engine limited results to one political viewpoint or another? Would that be legal? Ethical? Explain. Week Nine DQ#6Occasionally search engines and social media sites have been accused of bias or slanted results when they appeared to curtail or advocate one political stance or another. This becomes a subject of debate because these tools are so universally accessed. However, what if a search engine excluded results that promoted hate speech, Internet piracy, or pornography? Is it appropriate to violate some individuals' rights of freedom of speech in any of those cases, or does freedom of speech trump all other concerns? Explain your thoughts. ParticipationParticipate in class discussion.Answering the supplemental questions counts towards your weekly participation grade. 10 Supplement QuestionsFree Speech Paragraph Identify an aspect of free speech. What are the legal safeguards in the Constitution protecting it? Do these regulations apply differently at the personal level than at the media level? Free Speech Activity Identify an aspect of free speech. Research the legal safeguards around it. Create a single Microsoft ® PowerPoint ® slide depicting those safeguards. Include speaker notes. Share your slide with the class as a reply to this thread. Assignment Free Speech PresentationResources: Week Nine Readings and VideosSelect and research a recent controversial issue in the media that stretched societal tolerance of free speech. Create a presentation, using Microsoft ® PowerPoint ® (6 to 10 slides) or another multimedia tool, in which you explain and discuss the following: †¢The issue itself and why it caused controversy †¢What was done to resolve the controversy? †¢If a legal case, what were the grounds for the verdict? †¢Do you agree with the outcome, or would you have liked to see a more stringent or more lenient resolution? Why? Illustrate your responses. Format your presentation consistent with APA guidelines. 150

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Dax's Case Research Paper Example | Topics and Well Written Essays - 1250 words

Dax's Case - Research Paper Example In the meantime, all efforts to keep him alive must be done, even if these methods were against Dax’s will and even if these methods caused him considerable pain and suffering (Burns, 2005). In understanding Ada’s position, the normative ethics is the most appropriate theory which can be used. Normative ethics â€Å"is devoted to identifying the conditions under which actions are morally right, or motives and intentions are morally good† (Shafer-Landau and Cuneo, 2007, p. 1). It is concerned with a person’s actions being morally right and good. In the case of Ada, she believed that it was morally right and proper to keep Dax alive for him to fulfill his duties to God. Normative ethics is focused on identifying the conditions where actions are deemed right, and motives are deemed wrong (Shafer-Landau and Cuneo, 2007). In this case, Ada’s actions are deemed right because they are focused on God’s will and on saving a person’s life; and Dax’s insistence on giving up his life is deemed wrong because they violate God’s will and are focused on robbing a person of his life. Ada’s actions are therefore – base d on her point of view – morally right and protected by God. Cowart’s friend and attorney, Rex Houston became his decision-maker when he became physically incapacitated. Houston wanted to keep Dax alive because of the lawsuit filed he filed against the oil company; and there was no financial benefits for Dax if he died (Burns, 2005). Houston was able to gain financial benefits from the oil company and these proceeds were used to pay for Dax’s medical and legal responsibilities. The teleological theory can be used in order to justify Houston’s actions. Teleological is derived from the Greek word â€Å"telos† which means â€Å"ends† (Wittjen, 2003). This theory considers, more than anything else, the end goals of certain actions, or in some instances, the consequences of one’s actions. For Houston,

Substance dualism is necessary for beings to have free will Essay - 1

Substance dualism is necessary for beings to have free will - Essay Example Since the mind is not physical, it cannot be bound by physical laws that govern the body, thus, beings are free not only to do as they please, but also to do otherwise than they usually do. In this respect, responsible human actions are not related to mechanical causation as presupposed by materialism, the philosophical belief that humans are physical beings whose motions are bound by laws of physics (Wartick). A strong sense of free will is supported by dualism, unlike other philosophical thoughts such as materialism because, according to Descartes, humans have an infinite will to act involuntarily and to be held accountable for their actions, and an understanding capable of showing those clear and distinct perceptions. This paper proposes that substance duality is necessary for individuals to have a free will, not only to do as they please, but also to do contrary to their conventional ways by building a strong case for duality and disqualifying contrary opinion. Intentionality, of ten referred to as the ‘of-ness’ or ‘about-ness’ of mental states is undoubtedly the strongest argument in favor of dualism (â€Å"Case for dualism†); physical objects are spatial and have specific shapes unlike mental states such as thoughts and senses that are non-spatial. However, physical objects cannot be about or of each other because ‘about-ness’ or ‘of-ness’ is exclusively a mental phenomenon that is not within the physical realms, therefore, the lack of an equivalent of the intentionality phenomenon in the physical reality is a strong case for duality. On the contrary, mental states have ‘about-ness’ and ‘of-ness’; for instance, if one thinks that a certain painting is beautiful, then it means that the individual’s thought that the painting is beautiful is about the painting and cannot be reduced to any conceivable physical fact about the individual’s mind. Additionally, the f act that the individual’s thought that a painting is beautiful is about the painting cannot be identified with their disposition to react in certain ways like exclaiming and marveling verbally after viewing the painting. In this respect, an individual’s thinking is beyond the mere predisposition or tendency to act in certain ways because if that was not the case then it would automatically imply that individuals would never be aware of what they were thinking about until and after a corresponding behavior has been manifested physically. The implication for this intentionality argument, therefore, is that intentional mental states are purely holistic in nature and are not dependent on any physical manifestation, and because of its intentionality, the mind is very distinct from material non-mental things that are purely physical and mechanical in nature. In this respect, since no physical phenomenon has that aspect, intentionality is not a construct of the physical world , but a mental phenomenon; the absence of a counterpart feature in physical materialism proves that it is possible for the mental to exist separately, unaffected by the physical. Following this intentionality argument, dualism provides strong case for free will because then it implies that individuals have a limitless capacity to think on their own accord and to act on their own accord as well, voluntarily. The intentionality feature makes a great case for the argument that the mind and the body are purely

Global Economy and Politics Essay Example | Topics and Well Written Essays - 1500 words

Global Economy and Politics - Essay Example Internet selling through websites and portals has broken all limits and definition of a domiciled corporation. Now corporations are not only selling to foreign nationals over the internet but are also actually relocating their production facilities in search of overseas markets. Since 1990s the concept of globalization has brought in revolution in the manner we trade internationally. However this new global economy has redefined the political equations in the globe and is continuing to do so with changing balance of economic power. This paper essentially examines this phenomenon. The globalization aligned attitudes of IMF and World Bank are exemplified with clarity by Jean-Claude Trichet, President of the European Central Bank, when he says that," The key aim of today's policy makers has not changed compared to those at the Bretton Woods times - it has been, and still is, global prosperity and stability - but the environment in which we are acting has changed profoundly......Today we are striving for stability of the international financial system in a world of free capital flows with a growing importance of private flows and increasing trade and financial integration"(Trichet, 2004). Devetak and Higgott explain how globalization has brought about a weakening of an intra national social bond. They further posit that ongoing process of globalization causes constant disruption in existing social bond. It is their view that "under conditions of globalization, assumptions made about the social bond are changing; .... the article concludes that the prospects for a satisfactory synthesis of a liberal economic theory of globalization, a normative political theory of the global public domain, and a new social bond are remote"(Devetak & Higgott 1999). As Roby says," world-wide output and trade have grown apace with market openings and the rise of efficient global business networks these past 15 years. An entrepreneurial class is energizing once-stagnant command economies" (Roby, 2005). It is at once apparent that this 'entrepreneurial class' is essentially limited in number the globe over and its population effectively determines the contours of globalization. This entrepreneurial class is in fact dictating the world polity as well. Major changes in the global eco-political map Dismantling of communist political regimes in the erstwhile iron curtain countries was the foremost change to occur as globalization, as explained above, ran concurrently. This worked to open huge markets of emerging economies for the multinational corporations of West. Second major development was comprised in strengthening of regional economic and trading blocks. Whether it was the European Union (EU)or NAFTA or ASEAN al such trading blocks rationalized and redefined heir duties and strengths to present combined large markets that were ready to respond to new paradigms of international trade set in place by globalization. Quick illustrations would reveal the changed face of the globe. Take the episode of China's accession to WTO.Nobody could have imagined till two decades back that China would make such a move and be agreeable to WTO prescriptions to open its trade contours. Now China has emerged as one of the foremost economies which has benefited from globalization immensely. Ch ina has emerged as a new eco-political power ,on the one hand ,and EU is making another

Applying the Laws of Sines and Cosines Essay Example | Topics and Well Written Essays - 250 words

Applying the Laws of Sines and Cosines - Essay Example For both solutions of the ambiguous case the third angle is found and the rest sides are calculated (Aufmann and Nation, 2014). SSS and SAS cases are solved applying the law of cosines. According to the law of cosines, the square of any side of the triangle is equal to the sum of squares of the rest sides subtracting double product of these sides and a cosine of the angle between these sides (Aufmann and Nation, 2014). For instance, For SSS case, the cosine of each angle can be found from the equation, and the corresponding angles can be calculated. For the SAS case the unknown side is found from the equation initially. Then, the rest angles are found using the procedure for SSS case (Aufmann and Nation, 2014). Thus, the general guidelines for any triangle are to define the problem or the case (SSS, SSA) encountered. For the ambiguous case, the number of possible triangles has to be found. Afterward, the solution for the triangle can be found using the procedures described

Florida Department of Management Services Case Study

Florida Department of Management Services - Case Study Example For this to be achieved, connections of virtual point-to-point must be done. These connections make use of encryptions and dedicated connection easy. This brings about a similarity in the manner in which access to information on the extended network and the way there is access on the private network. This way, employees are able to access information from the department of management intranet while they are far from the office. This starts with entering the employee’s identification credentials. That way, other internet users who are not employees cannot be able to access it (Cordin, 2006). The IP security on the other hand acts as a filter for traffic going through the administrator of the network. It ensures access to only those authenticated. The IP security authenticates and encrypts every communication session IP packet. It includes mutual authentication establishment protocols between agents while starting the session as well as cryptographic key’s negotiation in the course of the session. It therefore protects the flow of data between security gates pair, host pair or network to host. An IP security protects the IP network against application traffic. The IP security therefore, is a security mechanism (Peterovic, 2009). The transition the Florida department of management system was to be carried out in two phases; shadowing and on-the-job transition. During shadowing, the new service provider worked under the former provider and observed the daily operations. During this period, the new provider read the relevant material in order to get familiar with the actual work. On job transition, on the other hand, allowed the new provider to participate in the process. This, however, made the process unnecessarily long and costly. During this transition, the IP infrastructure was developed. After this, DMS started adding applications. One of the most widely used applications was the system of Client /server employment. The former system was used to store information to be used to store data of 125,000 employees. This system had proven to be more secure and offered reliable services. It was however, very slow. This configuration catered for 6000 users all over the state (Afuah, 2012). SNA control processors controlled the users. During transition, they were transformed into router networks. The router networks were stationed in deferent parts and centralized to a central router. This increased the speed and access of information about employees. Furthermore, this made payment of salaries easier. This however, comes along with many challenges. In the transition, issues of security of the data were not addressed. The employees could easily access all the information that needed not to be in their custody. Furthermore, the new structure opened up room for other internet users to access the information that could otherwise be considered confidential. This therefore, compromised the security (Afuah, 2012). One of the services offere d on the DMS website include provision for jobs and vacancies posting (Afuah, 2009). While this can be viewed as a good service, it comes along with several challenges. To begin with, it allows for frauds since it is hard to distinguish between genuine employers and those who want to take advantage of Job seekers by stilling from them. Furthermore, the online job posting could lead to very many responses many of which are from unqualified people. This makes

Professional Development Essay Example | Topics and Well Written Essays - 1000 words

Professional Development - Essay Example In addition, they should be able to set their objectives and strategies to achieve their targets. Therefore, students who are undertaking engineering courses should learn these skills during and after studies to perfect their careers (Blandford, 2012, p.47). Communication barrier and inability to plan their work and interact with others may paralyze the achievement in their targets. Communication Engineers interact with different people during their ordinary activities (Ritchie, 2007, 164). Therefore, they should possess different skills for sharing knowledge with their colleagues and clients in order to increase their work efficiency (Kalman, 2008, p. 156). I have interacted with my fellow students as their group leader during various discussions. I also chair various meetings with fellow engineers at different levels. In addition, I compile technical reports regarding various issues we discuss in our group meetings. This has equipped me with relevant skills for gathering informatio n and giving immediate response questions posed by group members. My weakness is in presenting those reports to my colleagues. I aspire to learn various techniques of addressing meetings using different presentation skills. I will achieve this by learning gradually from others and enriching my vocabularies and by requesting my colleagues to challenge me with questions regarding the presentations I make (Baillie and Moore, 2004, p. 181). Group activities are equipping students on various ways of acquiring information and addressing various issues which may affect their profession (Ritchie, 2007, 158). Therefore, this will help me to learn how interact with my colleagues effectively. Working with Others Engineers should be able to handle issues arising at work place. Therefore, since they deal with individuals from different background such as clients and workers, they should be able to reconcile them whenever there is a disagreement (Blandford, 2012, p.49). During training, they shou ld be able to share their ideas and respect views of others (Baillie, and Moore, 2004, p.182). So during group discussions, I share my views and argue decisively to influence my colleagues to side with my decisions. This is essential because, later in our profession some contractors may opt to use cheap materials to save cost. However, with these skills, I will be able to convince them apply appropriate process in order to produce quality work and balance with cost of providing quality work. In our discussion group, I always try to convince my colleagues to listen to my views (Baillie and Moore, 2004, p.178). I’m able to control my discussion group by resolving all disagreements. During our group discussions, I sometimes impose my suggestions on others and seek their support. By leading my fellow students in school, I have acquired skills to manage contractors and other workers as professional engineer. The major predicaments I have encountered as group leader is where group members have differing opinions from others. Sometimes none of those opinions seems to be right or wrong. Therefore, it becomes tough to create mutual agreement under such circumstances. Such issues may require additional time to look for amicable solution, which incorporates suggestions of each member. Improving Own Learning and Performance Engineers should be acquiring knowledge from time to time to ensure they keep abreast with emerging

Motivation in the Workplace Essay Example for Free

Motivation in the Workplace Essay Motivation is difficult to explain and practice. However motivation is still the one thing that makes people productive in their jobs. Whether the motivation is tangible or not, it all depends on the individual and how management takes the information and applies it. There are many theories and practices that can be studied and applied to any situation. Motivational theories are studied and practiced by theorists and companies to increase productivity. According to Jerald Greenberg (1999) scientist have defined motivations â€Å"as the process of arousing, directing and maintaining behavior towards a goal†. The act of arousing is related to the desire and vigor to produce. Directing is the election of behavior, and maintenance is the inclination to behave a certain manner until the desired outcome is met (Greenberg 1999). Much of the motivation theories will be related to the definition provided. Some major motivation theories along with the method to successfully motivate employees will be introduced. The theory and method that a manager may choose to use will depend on the environment and on the individual. There are two types of motivation theories content and process. The Content theories are based on the basic need and drives. The other theories focus on the process by which people are motivated (Pepitone, 1999). Content theories of motivation focus on this question: What causes behavior to occur and stop? The answers usually center on (1) the needs, motives or desires that drive pressure and forces employees to action and (2)employees relationships to the incentive that lead, induce, pull and persuade them to perform. The needs or motives are internal to the individual. They cause people to choose a specific course of action to satisfy a need. Incentives are external factors that give value or utility to the goal or outcome of the employees behavior (Pepitone, 1999). Abraham H. Maslow’s Hierarchy of Needs is a content motivational theory. Maslow’s basis was human behavior. He conducted his investigation between 1939 and 1943. The hierarchy of needs has five sets of goals that are called basic needs. Maslow’s idea was â€Å" people will not be healthy and well-adjusted unless they have their needs met† (Greenberg 1999). Maslow arranged the needs in different levels in order of importance. As in a hierarchy the lower level are the most basic needs and the top are the higher level needs. Looking at the figure below one can see how the hierarchy works. The lower order needs must be met before proceeding to the higher order needs. According to Greenberg (1999), Maslow’s needs are in the following order: physiological need, safety need, social need, esteem need, and self-actualization. Man’s basic needs are physiological, for example, hunger, thirst, sleep, etc. When these are satisfied they are replaced by safety needs reflecting ones desire for protection against danger or deprivation. These in turn, when satisfied are replaced by the need for love or belonging to, which are functions of man’s desire to belong to a group, to give and receive friendship and to associate happily with people. When these needs have been satisfied, the esteem needs seeks to be met. One desires self -esteem and self-respect, which are affected by a person’s standing reputation, and his need for recognition and appreciation. Finally, individuals have a need for self-actualization or a desire for self-fulfillment. The urge by individuals for self-development, creativity and job satisfaction (Boeree 1999) In the past, management rewards systems have attempted to satisfy an individual’s lower level needs for safety and physiological security, for protection against deprivation and the threat to a worker or his family. However, management rewards systems should be, aiming to satisfy the individual’s actual need (Boeree 1999). When believed that a certain reward is important and can be attained, the individual will demonstrate a given amount of effort. This in turn will be demonstrated in performance. The link between effort, performance and expectancy is about accomplishing the task. The links between the performance and reward are connected. One’s assumption for whether the rewards are available if the person worked effectively describes the link. In this link the manager/organization is responsible of acknowledging the performance of the employee. If the manager/organizatio n does not acknowledge the employee, there can be a breakdown in the motivation. The acknowledgment needs to be direct, strong, and immediate. Employees usually determine in advance what their behavior may accomplish and the value they place on alternative possible accomplishments or outcomes. Goal setting theory is the specification of goal to increase performance. Assigning difficult goals usually result in higher performance. Goal setting has three components that have to be used to successfully apply this concept. First the identification of the process, then the characteristics and finally the feedback. The characteristics of goal setting consist of making the goal specific and challenging. The goal must be challenging to increase self-efficacy. It has been noted that a difficult task tends to increase an employee’s performance. This may be because usually people work harder to reach a challenging goal as long it is believed that it can be done. Lastly, feedback will allow people to be informed of their progress. This stage usually included praises about the good job that has been done (Wheaton Cameron, 1998). The descriptions of content and process theories of motivation dealing with organizational and individual behavior are briefly explained. The explanation is only a basis for a better understanding on why and how to approach the concept of motivating employees. All the theories conclude that the manner that managers perceive their organizations and their employees affect their productivity. Whether they are private, public or non-profit organization their aim is to be productive and effective. When looking at the different sectors, they have different goals and objectives, and therefore they must take different approaches in management. Though this may be true we must also acknowledge that all sectors require one to motivate their staff to produce. As managers we must into consideration the different type of individual that make up our organizations. One must modify management styles and behaviors. Dr. Renis Likert has researched many organizations and developed an effective manner to motivate employees and have a productive organization. He has identified four management styles that he feels should be a part of management style in an organization. First exploitive style is where management makes all the decisions and the lower levels are given no power this style has an authoritative approach. The second is the benevolent style that has an authoritative approach, however in this case the management has some trust. The consultative style has substantial amount of trust in their staff. The staff is motivated by reward and some involvement. There is some communication and teamwork involved. Lastly the participative style is more of the group approach. Management has confidences in their staff and the staff feels responsible in accomplishing the organizations mission. This style encourages communication and teamwork. The participative style is the best approach for profit and customer service organizations. Organizations should make the transition to train management to motivate their staff using the participative approach (Cook 1991). As a manager it is difficult to motivate your staff to be productive; however, using certain methods can create a positive environment. It was thought that money motivated people but that has changed. Much of the theories discussed before deal with individual behaviors and needs. One can conclude that motivation is internal and as employers one must make observations and decide what each individual desires. According to Cook (1991) manager must give their staff as much as an organization can. Many employees want to have benefits and security, however; what happens after a job has provided those needs. Remember that Maslow theory has the five needs of an individual and they do not all deal with the necessary needs. As an employer identifying what stage your employee is in will help in putting a plan into action. Collaboration is a way to give employees the feeling of importance. Eliminating any kind of obstacle will create an atmosphere that your staff is eager to perform (Bruce, A. Pepitone, J. 1999). Another approach is educating your employees and matches them to projects that they find interesting and those on which they are knowledgeable. Employees are willing to work harder on projects that they can relate to. This will also increase their success rate that will help in improving their self-esteem. Yet another way to increase productivity is with empowerment. Giving people the choice to make decisions and giving them the tools and supports to their job will increase the inner motivation force within the employees. Encourage staff to satisfy their need for affiliation and create a relationship with the employee to be part of the organizations mission. It is difficult to motivate employees when a manager’s view is negative. For instance a manager’s behavior is explained with McGregors Theory X or Theory Y. In this case a manager must identify what style of managing is most effective. Building morale is an important concept when motivating employees. Morale will help create productivity in an organization. Developing a shared vision is a way to begin building morale. For instance as managers, one must communicate views honestly a directly during discussion with employees about performance. Make sure they have the necessary information to do their job. Allow employees to influence their own performance goals. Get out of the offi ce, be visible and accessible. Communicate a clear view of the long-range direction of the organization. Listen carefully and consider the opinions of others open-mindedly before evaluating staff. Communicate high personal standards informally with day-to-day contact. Remember to acknowledge the progress that the staff has achieved either with certificates, a note or just a tap on the shoulder. The staff wants to be told that they are doing a good job (Pepitone Bruce, 1999). Again empowering staff requires some basic principles. Inform the staff what their responsibilities are. Give them authority equal to their responsibilities. Set standards of excellence. Provide people with training that will enable them to meet these standards. Provide feedback on performance. Recognize them for their achievements. Trust and treat them with dignity and respect (Nelson 1997). Showing staff that management is listening and affirming that you understand their view will create positive work environment. The language that use is also very important. Using â€Å"we† and â€Å"us† when speaking of the organization this will make the staff feel a part of the organization, thus improving the productivity of the staff. Encourage employees to make suggestion no matter how small the idea may be, and this will create a comfortable environment and inspire more significant ideas (Cook 1991). It is important to point out, however, that motivation must be used wisely. The misuse of some theories and techniques could result in negative consequences. Remember that employees who receive rewards on performance tend to perform better than employees in groups where rewards are not based on performance. Understanding the causes of human behavior can predict the behavior to the extent that the behavior can be controlled. Therefore, if managers understand the relationship between incentives, motivation, and productivity, they should be able to predict the behavior of their employees. Consequently, managers who know this, and know how to apply given incentive, can expect to realize increased productivity from employees. Today, 70% of employees are less motivated while 50% only put enough effort into their work to keep their job (Spitzer 1995). Many managers are not sure of the technique to use to motivate their staff. The best way to find what motivates staff is to ask them directly. This may be done informally or during performance evaluations. Find out what he/she wants from the organization and what makes them happy. A happy employee will be more productive than an unhappy one. If there has been a problem with absenteeism it may be because the organization is not fulfilling their needs. Whether it is need for achievement, the need for power, the need for affiliation, or the basic needs as studied by Herzberg, McClelland, or Maslow as a manager must examine and modify the management approach. References Boeree, C. George (2006) Abraham Maslow. Available: http://webspace.ship.edu/cgboer/maslow.html Cook, M. (1991). 10-Minute Guide to Motivating People. New York: Alpha Book Greenberg, J. (1999) Managing Behavior in Organizational (2nd Ed.). New Jersey: Prentice Hall Learning, Reinforcement, Reward System and Self-Management Teams. Available: www.emporio.edu Nelson, B (1997). 1001 Ways to Energize Employees. New York: Workman Publishing Pepitone, J. Bruce, A. (1999) Motivating Employees. New York: McGraw Hill Spitzer, D. (1995). Super Motivation. New York: AMACON. Wheaton Cameron.(1998) Developing Management Skills 4th Ed. Addison –Wesley Inc

The Relationship Between Host Community And Guest Tourism Essay

The Relationship Between Host Community And Guest Tourism Essay 2.0 Introduction Tourism is a product that relies totally upon simultaneous production and consumption. The implication of this for the destinations host community is that it will come into contact with an alien population during the production process. This contact can be beneficial or detrimental to the host community depending upon the difference in cultures and the nature of the contact. Tourism can develop and grow when host community has a positive attitude toward it and when they see their role in the process of the tourism development. At the point when a tourism destination is born, the quality if the life of the local hosts goes through radical changes, which are not necessarily negative. Literature suggests that tourism development has created both positive and negative impacts on communities. As a consequence, community residents hold different attitudes towards tourism development. Residents who do not support the development of tourism have been identified in almost all segmentation studies concerning attitudes towards tourism, namely Haters (Davis et al. 1988; Madrigal 1995), Cynics (Williams and Lawson 2001) or Somewhat Irritated (Ryan and Montgomery 1994). Host communities do see new business opportunities in tourism and are motivated to explore them. At the same time, they know that some negative physical, cultural, social and economic impacts will emer ge. The most complex problems that accompany tourism development, reside in the relationship between local host and tourist. Furthermore , there are limits of tourism growth that are closely associated with the place capacity and with the quality of life in the local community. The most complex problems that accompany tourism development, reside in the relationship between tourists and local host. Furthermore, there are limits of tourism growth that are closely associated with the place capacity and with the quality of life in the local community. When these limits are exceeded, local residents develop negative attitudes towards tourism. When negative attitudes become beliefs, tourism development obstacles appear. The beliefs of the local hosts become the most reliable indicator of the limits to the growth of tourism. 2.1 Tourism Development Tourism development is an expression that encompasses not only destinations, origins, motivations and impacts, but also the complex linkage that exist between all the people and institutions of that interconnecting, global supply and demand system ( Pearce, 1989). It has been widely recognized that tourism development is a double-edged sword for host communities. Not only does it generate benefits, but it also imposes costs (Jafari, 2001). By evaluating these benefits and costs, host community develop their perception toward tourism. Tourism is an industry which uses the host community as a resource, sells it as a product , and in the process affects the lives of everyone ( Murphy,1981). In general, tourism development within a host community often impacts the community both in negative and positive ways. These Impacts have been well documented and are usually classified as socio-cultural impacts, environmental impacts and economic impacts ( Allen et al., 1988; Ap, Farrell et al., 2001; Liu and Sheldon, 1987; Liu and Var, 1986; Nepal,2008; Pappas, 2008; Van Winkle and Mackay,2008). Residents attitudes will be positive if they can use tourism resources such as recreational facilities or if they perceive that tourism development will protect or preserve the environment ( Lankford et al, 2003). Conversely attitudes towards tourism were found to be negative if residents perceived the impacts as negative, or if the resources within a host community diminish as a result of tourist activity ( Lankford et al.,2003; Perdue et al., 1990). Tourism development initiatives usually center around the economic benefits derived from tourism. This typically includes job creation, taxes and other indirect income. 2.2 Tourism Planning Based on the World Tourism Organisations Hainan Declaration in December 2000, it is noted that one of the reasons for the failure of tourism planning in the past can be attributed to the lack of consultation with the local residents (Yahya et al. 2005:According to Williams and Lawson (2001) and Gursoy et al. (2002), research on residents reactions to tourism can help tourism planners understand why residents support or oppose tourism. Such information can help planners select those developments that can minimize the negative impacts and maximize support for tourism development amongst certain members of the local population. It has now become widely recognized that planners and entrepreneurs must take the views of the host community into account if the industry wants to pursue the goal of sustainable development (Allen et al. 1988; Ap and Crompton 1993). Success of a regional tourism development plan depends on the successful involvement of the community (Inbakaran and Jackson 2006: 64).Difference between success and failure could be location or temporally based so this research aims to set the foundation for continuing studies and inform local policy makers, planners and managers. This is particularly relevant in light of recent changes to local government structures in the region. Moreover, the successful development of a tourism industry requires effective planning that both recognises tourists demands and emphasizes the values of the local host community (Lankford, 1994). 2.3 Host community According to Sherlock (1999), it is difficult to define the term community precisely; nevertheless, the word can be used to refer to a group of people who exist in one particular location. Aramberri (2001) suggests that host societies are in fact communities, made of one piece. For Williams and Lawson (2001) community is defined as a group of people who share common goals or opinions. Host Community is particular is defined by Mathieson and Wall (1982) as the Inhabitants of the destination area. Similarly, Swarbrooke (1999) defines it as all those who live within a tourist destination. According to Gursoy et al.(2002) and Williams and Lawson (2001), the community consists of different groups of people who live in the same geographical area, which does not mean they necessarily belong to the same community. In the light of the previous definition, it can be concluded that a host community consists of all those people in the destination, whether they are homogeneous or heterogeneous an d regardless of whether the impacts of tourism are beneficial or otherwise. Tourism is an industry which uses the host community as a resource to sell it as a product, and in the process affects the lives of everyone (Murphy, 1980). The community as a product of amalgam of the destinations resources. As such the tourism industry is dependent on the host communitys hospitality, and therefore it should be developed according to the communitys needs to desires. Before host communities begin development of tourism resources, it is imperative to gain an understanding of hosts opinions regarding development. Tourism development in a community is not simply a matter of matching product supply with tourist demand, local acceptability must also be considered ( Menning, 1995). Moreover, it is the host community to who has a voice in concluding which tourism impacts are acceptable and which impacts are problems. However, the host is community is often the last to be notified of tourism development (Thyne and Lawson,2001) and quite often they are not given a chance or encouraged to give their opinioin on tourism issues. 2.4 Relationship Between Host Community and Guest A good relationship between local hosts and tourist is essential for the long term development of tourism destination. ( Ap and Crompton, 1998). The relationship between host community and tourists is mainly affected by the socio-cultural impacts that are caused due to tourism development (Smith, 1995). The variation in the relationship between hosts and tourists depends on the level to which the benefits of tourism are perceived to exceed costs ( Faulkner and Tideswell 1997). In other words, this mean that if the tourism industry brings in benefit rather than cost to the host community, the relationship between both parties would be much more stronger. Smith (1989) conclude that contacts between tourist and host community if different cultural background take the form of direct face to face encounters between tourists and host of different cultural groups. The interaction between hosts and international guests raises another issue linked to cultural tolerance. As argued by Bochner ( 1982), the mutual understanding between cultures can create an opportunity for acquaintance leading towards enhanced understanding and tolerance and, consequently, reduce prejudice, conflict and tension between hosts and tourists.This type of contact is experienced by tourists when they travel from home culture to a host culture by hosts when they serve tourists from a foreign culture. That is, both tourist and the host community participate in exploring each others culture. Tourist exploring the host culture by learning and exploring it and on the other hand the host community is interacting with tourists, who are of foreign cultures. 2.5 Host community perception towards tourism development Research has been conducted for the convenience of tourists, while local community perceptions and attitudes towards the industry have been given less of a priority (Murphy 1985). Butler (1980) claimed that there is a correlation between the development of tourism and the attitude of the domestic people towards the tourists. The domestic people show a very positive attitude towards the increasing number of tourists in the region at the beginning because they have high expectations from the tourist in long term basis. However this positive attitude is gradually replaced by the negative attitude as the time passes. Local residents perceptions are strongly influenced by the benefits and costs of tourism development. Those who received benefit from tourism stated that they are dependent on tourism, but the case was contrary for those who received nothing For instance, destination communities have been inconvenienced by congestion and some other negative impacts brought by tourism (Brunt and Courtney 1999). Any impacts from tourism causing annoyance or anger in the host community may lead to problems for the long-term development of the industry. Therefore, Murphy (1985: 133) argued if tourism is to merit its pseudonym of being the hospitality industry, it must look beyond its own doors and employees to consider the social and cultural impacts it is having on the host community at large. Studying host community attitudes and the antecedents of resident reaction can help both residents and planners (Williams and Lawson 2001).Williams and Lawson argued that it was possible to select those developments that can minimize negative impacts and maximize support for the industry. By doing so, on one hand the quality of life of residents can be maintained or enhanced; and, on the other hand, the negative impacts of tourism in the community wil l be reduced. 2.6 Tourism Impacts Researchers in the early years of the twentyfirst century list an impressive range of both positive and negative impacts on the host community as a result of tourism development (Fredline and Faulkner, 2000; Upchurch and Teivane, 2000; Gursoy et al., 2002; Besculides et al., 2002) The study of impacts from tourism on local communities takes in a range of literature that includes both the positive and negative effects of hosting tourists to a community. Andereck and Vogt (2000) point out that residents of a tourist community differ with respect to the impacts resulting from tourism development. However, researchers agree that a necessary condition of successful tourism development strategy is the inclusion of residents of the entire community if tourism investment is to yield substantial returns (Allen et al., 1988, 1993; Jurowski Uysal, 1997; Long et al ., 1990; Snepenger Johnson, 1991). 2.6.1 Socio-cultural Impacts Tourism is a socio-cultural event for both the guest and host (Murphy, 1985) and the contact between host and tourists can be beneficial or detrimental to the host community depending upon the difference in cultures and the nature of the contact .Tourism development also affects the social, cultural and environmental aspects within a destination. Socio-cultural impacts are concerned with the ways in which tourism is contributing to changes in value systems, individual behaviour, family relationships, collective lifestyles, moral conduct, creative expressions, traditional ceremonies and community organization (Pizam Milman, 1984, cited in Haralambopoulos Pizam, 1996, p.503). Host community has always been viewed as victims having to accept the social and cultural changes that are brought by tourism development (Sharpley and Telfer, 2002), while guest who imposes their own values on the host communities are viewed as the villain. Socio-cultural aspects within a destination may be positively affected through increased tourism Research (Ap Crompton, 1998; Easterling, 2004) suggests that tourism brings an increased understanding of other cultures, and strengthens the cultural identity of the host destination and increases community pride. Furthermore, tourism development increases and promotes cultural exchange between tourists and residents. Tourism can also be a force to preserve and revitalize the cultural identity and traditional practices of host communities and act as a source of income to protect heritage sites (Easterling, 2004). Tourism on the socio-cultural aspects can contribute to the revitalisation of arts, crafts and local culture and to the realization of cultural identity and heritage. In order to attract more tourists, architectural and historical sites are restored and protected (Inskeep, 1991). According to a study by Isik (2005) in Denmark, it was common that local people are not happy because tourism narrowed their alternatives of life, they do not have jobs, for children and the youth there are no activities for fun, no cinemas and entertainment. Life is too monotonous. Many years ago, citizens were very happy; there was a perfect friendship between the neighbors but now they do not even greet each other. However, the same study was carried out in Gà ¼zelà §amlÄ ± in Turkey reveals that hosts are very happy with tourists and every summer they organize festivals to get more tourists From a cultural perspective, tourism development and the appearance of tourists could cause a series of changes in host communities, such as increased price and identity, cohesion, exchange of ideas and increased knowledge about cultures ( Stein Anderson 1999). In other word, meaning that the host community will gain in about the tourist culture, helping them to expand their knowledge. Other changes included assimilation, conflict and xenophobia as well as artificial reconstructio (Besculides, Lee McCormick 2002). Relevant literature acknowledged that perception of host community on such impacts ambivalent that is they have a feeling of both hate and love towards changes occurring with the tourism development. To others, the cultural changes caused by tourism threatens to destroy traditional cultures and societies (Brunt Courtney 199, p 495) and to others it represented an opportunity for peace, understanding and greater knowledge ( Brunt Courtney 1999, p.495).With an expansion in the international tourism, the contact between guest and host would increased automatically. Such an increase would deepen the cultural impacts of tourism on host communities. In an extreme situation, the host communities could become culturally dependent on the tourism generating country ( Sharpley 1994). 2.7 Factors Influencing Host community perception towards tourism development Tourism development does not only generate benefits, but it also imposes costs ( Jafari, 2001). By evaluating these benefits and costs, host community develop their perception toward tourism development. However, previous research indicates that the development of locals hosts attitudes toward tourism is not determined by those perceived benefits and costs but is modified by various moderating variables ( Lankford, 1994). Those tested variables are classified as the intrinsic dimension which includes residents socio-cultural economic and demographic attributes , but the results are mixed.

Gender and Education Sociology Essay

Gender and Education Sociology Essay Education is just as an important factor in a persons life now as it was in the past. Only, the difference between now and the past are the people that are able to receive a complete education. Education was gender segregated for hundreds of years. Men and women went to different schools or were physically and academically separated into coeducational schools. Both had separate academic subjects, separate classrooms, and separate expectations. Women were only taught the social graces and morals, and teaching women academic subjects was considered a waste of time. Men had the choice of continuing education after high school, while women had the household choices ranging from what to wear to what to cook. By being educated for the sake of family and society which needed educated mothers to produce knowledgeable and responsible male citizens, it was expected by men and society that women were to have children, raise those children, and to be the best homemaker. Although today, everyone is entitled to the right to peruse an education, sexism is still maintained in obvious and subtle ways. Ways in which show that gender inequalities are and have been shifting into a more female advantaged educational system. The inequalities between girls and boys are apparent even before a child begins elementary school. Girls are first introduced to the idea that they are unequal to boys, with girls being dressed in pink and given dolls for toys, while boys are dressed in blue and given toy cars and trucks to play with. Even different behaviors are acceptable for boys than for girls. For example, every time teachers seat or line-up students by gender, they are confirming that girls Page 2 and boys should be treated differently. While girls are distinguished for being neat, calm, and quiet; boys are urged to think independently, be active, and voice opinions. Girls are socialized in schools to believe popularity is most important and that educational performance and ability are of lesser importance. Girls in grades six and seven rate being popular and well-liked as more important than being perceived as competent or independent. Boys, on the other hand, are more likely to rank independence and competence as more important (Bailey, 1992). According to Dr. Sax, author of the book Why Gender Matters, what parents and teachers should really know about, is that the brain develops differently and is wired differently in each sex. In girls, the language area of the brain develops before the areas for open relations and for geometry. Emotion is processed in the same area of the brain that processes language making it is easier for most girls to talk about their emotions. But for boys, the area involving talking and the areas involving feelings are completely separate. Girls and boys also respond differently when it comes to stress. While stress increases the learning ability in males, the same exact stress actually makes learning more difficult for girls. Ignoring these differences between the male and female mind can increase the chance of misunderstanding among the youth and thus lead to dissocialized outcomes. Research shows that one is born with either a male or female brain and that nothing can change your brain from male to female. The lay-out of a young boys brain is so different compared to that of a young girl that it is easily visible with the naked eye. An example of how a male brain functions differently than that of a female can be seen through a task as simple as Page 3 giving directions. While the male tends to use distances and directions such as east, west, north, and south to map out the path, it is easier for women to use simple reminders such as landmarks. Knowing how the brain works has a lot to do with knowing how someone learns; it is where everything is stored. When it comes to learning, boys and girls do not learn the same way at all. Psychologists have found that girls set higher standards for themselves when it comes to school, and they look over what they have accomplished more critically than guys do. Recent evidence even shows girls becoming more academically successful than boys, despite reviews showing how boys and girls are still socialized in ways that work against gender equality. Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialization patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms (Marshall, 334). Gender bias in education is reinforced through lessons, textbooks, and teacher interactions with students; as well as, through the resources teachers choose for classroom use. For example, textbooks that leave out contributions of women or those that stereotype gender roles. Teachers should be aware of the gender bias hidden within such materials and texts and discontinue their usage. We need to look at the stories we are telling our students and children. Far too many of our classroom examples, storybooks, and texts describe a world in which boys and men are bright, brave, curious, and powerful, but girls and women are passive, silent, and invisible (McCormick pg. 41). Page 4 Girls enter school in the first grade with the same skills and ambitions as boys, but due to biased conditioning in the classroom, they suffer lower self-confidence and aspirations by the time they graduate from high school. Even though, two out of every three teachers may be women, they are usually for sexual stereotypes, favoring the assertive male students and the non-assertive female students. Typically, teachers call on boys more often, give them more detailed criticism, and compliment the quality of their work more than girls work, while more likely complimenting girls for their neatness. Such bias and stereotypes sparked ideas into many people over the injustice of these outcomes and because of this, equal education was a major theme to write about among many authors. Mary Wollstonecraft, a female writer in the late 1700s, took a firm position toward the empowerment of women. In 1792 she wrote A Vindication of the Rights of Women, which revolves around the idea that women should share equal rights with men relating to education. At the time, women were basically still invisible and secluded from outside activity and they had little to no contact with the world outside their own homes. In order for women to raise well-rounded intelligent children, Wollstonecraft suggested that mothers needed to be educated so that they could successfully raise their children to become contributing members of society (Wollstonecraft Para. 11). She pleaded that women should reject submissive behavior and educate themselves, building up their own self- esteem and respect, which would turn women into more affectionate sisters, more faithful wives, more reasonable mothers-in a word, better citizens (Para. 16). The education of women would have these positive effects bec ause women would be free from restriction, allowing them to find happiness in sharing common interests with Page 5 their husbands and allowing mothers to assist in the teaching of their children (Para. 14). Wollstonecraft felt that if women had independence in providing support for their own needs that they would be closer to their entitled freedoms and equality, as well as marry for love instead of support. Daniel Defoe, also a famous writer, expresses how women were taught to do housework and nothing else throughout his essay The Education of Women. Their youth is spent to teach them to stitch and sew or make baubles. They are taught to read, indeed, and perhaps to write their names, or so; and that is the height of a womans education (Defoe Para. 2). Defoe thought that if women were taught more than housework, then they may gain more wit. He talks about the possible reasons that men had to not educate women and expresses that if men were to give women the same education, women could possibly be smarter than men as the capacities of women are supposed to be greater, and their senses quicker than those of men (Defoe Para. 4). Thus, Defoe believes, men fear women battling for superiority resulting in his views of still restricting womens education. He limits their education to just learning music, dancing, learning the French and Italian languages, teaching women to hold an intellectual conversation, and learning history. Obviously, these are not the only things that men were educated in. The passage of Title IX of the Education Amendments of 1972 banned single-sex education in American public schools, marking a huge landmark in the fight for gender equal education. It states, No person in the U.S. shall, on the basis of sex be excluded from participation in, or denied the benefits of, or be subjected to discrimination under any educational program or activity receiving federal aid (Hansot pg. 19). Before Title IX, women Page 6 were not allowed to be admitted into certain colleges because of state laws prohibiting all women, married or single, from being accepted into their college. Only eighteen percent of women had completed four or more years of college compared to twenty-six percent of young men. Women were also less likely to be in high math or science classes and tended to drop out of school more than males. After the passing of Title IX, the effects on women became immediately clear within the educational system. The dropout rate of females as well as the number of females who became pregnant declined. There was a significant increase in the completion of bachelor, graduate and professional degrees. By 2004, women were earning 58 percent of all bachelors degrees in the United States and according to the Department of Education, the gender gap will only widen in the upcoming decade. It certainly seems clear that when women are provided with certain important resources and with opportunities to learn and practice specific skills, their academic achievement improves (Pollard pg. 104). These significant increases in statistics show how Title IX has opened many new opportunities for females. Title IX was originally enacted to impact high school and collegiate sports; although, it does not specify due to the statute covering all educational activities and complaints alleging discrimination. The statute shows how women can be just as successful as men by allowing both to have equal opportunities. It has made a large impact on the lives of many Americans today, by allowing them to make decisions and choosing any school they would like to attend. It applies to almost everyone, whether you go to an elementary school, or a university or college. Page 7 From all of this, it is clear that women have fought hard for the educational freedoms they are destined to have, but is it possible that women are changing the educational system more to their advantage? Researchers Thomas DiPrete and Claudia Buchmann seek to answer this question and discover the reasons for the growing gender gap. They explained how greater chances of getting and staying married, higher wage earnings, and a better standard of living resulted in the growing number of women achieving success in higher education. According to data from the General Social Surveys (DiPrete Buchmann pg. 522) which provides information on educational accomplishment and family background, in individuals born prior to the 1960s, daughters were only equal to sons in families where both parents were college educated. Whereas, in less educated families and female headed households, parents favored sons over daughters. Surprisingly, the female disadvantage was even greater in households where mothers had more college experience than fathers. For those born after the 1960s, the male advantage began to decline. DiPrete and Buchmann note, A shift appears to have taken place between these two periods such that the mothers level of education has become more important for daughters and the fathers level of education has become more important for sons(pg. 523). Their research shows that after 1966, the status of fathers within the family became a main influence in forming the educational outcomes of girls and boys. In families where the father was absent or only high school educated, a continual shift has occured, changing from a male advantage to a female advantage. Boys growing up in such households had, and continue to have, difficulties in obtaining a college degree, despite the fact that prior to 1966, a fathers education did not affect his sons educational achievement. On the contrary, daughters growing up under the same conditions demonstrated the highest increases in college enrollment and graduation, further influencin g future generations of women. Throughout hundreds of years, the educational system has been an absolute patriarchal system in which the male is in control. But recently over the past few decades we have seen a shift in this control; a change in the educational system that we as a society are so well adapted to. More women are becoming more academically successful then men and are graduating with honor at higher and higher levels. This can be attributed to many the factors mentioned previously; structure changes within the educational system, womens increase in labor participation, higher wages, the difference in each persons learning habits and brain make-up, and the effect of background on education. Each factor influences the academic outcomes of each sex. In a society where man once ruled academia and stood as the working figure, women have progressed throughout history to weaken the male role within education among other feats. They have taken gender bias in education and weakened it for the good of the peopl e to give themselves the overall advantage.

Dyslexia: Causes and Treatment :: Science Research Disorder Essays

Dyslexia: Causes and Treatment Works Cited Missing The learning disability dyslexia once perplexed scientists who now are beginning to make breakthrough discoveries into its causes. Dyslexia traditionally was vaguely defined as a difficulty in learning to read and write. In the past, dyslexics often were dismissed as lazy, not focused, or unintelligent. With these recent discoveries, scientists may be able to define much more specific disorders. Researchers now are finding out that people with dyslexia use specific brain regions that process written languages differently than those without the disorder. The specific brain regions which are involved, however, remain uncertain. With the knowledge that dyslexia results from differences in the language areas of the brain, it will be possible for researchers to help dyslexics better compensate for their conditions. Scientists also are coming closer to exactly pinpointing what causes those areas of the brain to act differently in dyslexics. Though which regions of the brain most central to dyslexia remain unresolved, technology has made headway to answer this question. Brain imaging, which is a technique of photographing the brain â€Å"in action,† indicates that dyslexics have higher levels of the chemical lactate in certain regions of the brain during language and sound processing. According to neurophysicist and brain specialist, Todd Richards, who heads a research team at the University of Washington, the regions of the brain that show high levels of chemical lactate are mostly in the left anterior quadrant of the brain that includes: the Left Frontal Cortex, Broca’s area, the Inferior Frontal Gyrus, the Middle Frontal Gyrus, and the Striatum (Richards). Dyslexics have to expend more brain energy in these regions to accomplish the same tasks as non-dyslexics, which results in higher levels of chemical lactate. Research also shows that dyslexics have less activity in the angular gyrus (AG) than those without the disability. â€Å"[T]he angular gyrus translates the mass of words and letters we encounter in day-to-day life into language† (Dyslexia par. 8). The AG is located towards the back of the brain and is a key component in normal reading. Many researchers believe that this part of the brain does not function normally in dyslexics. Some scientists are speculating that dyslexics may use certain areas of the brain inadequately, compensating for this by disproportionately using other areas of the brain.