Sunday, March 15, 2020
Broadcasting and proper use of media Introduction Media is important to society as it is one of the main sources of information. In the course of playing its role, media faces some challenges. Broadcasting has been a part of the society for a long time, but seems to have run its course.Advertising We will write a custom essay sample on Broadcasting and proper use of media specifically for you for only $16.05 $11/page Learn More The main challenges faced by the media relate to greater public views. Individuals in media should engage in moral reasoning as it is important in passing of content. This paper analyzes the use and purpose of broadcasting and proper use of media. Facts of broadcasting Ã¢â¬Å"The days of broadcasting are behind usÃ¢â¬ , as the new age has brought a number of other mediums that make broadcasting unnecessary. Radio is becoming less used in the digital world. It is not as intriguing as it was before, comparing to television and internet. Broadcasting is usually meant to send out a message or opinion to a great amount of people. Is more personal than any other medium, as people prefer listening to certain shows (Hoeg, 2009). According to Paddy Scannell, broadcasting takes place after the events have taken place and the media has an important duty to let people know about the situation. It is significant to be able to draw a picture using words. CNN and other programs are taking over regular broadcasting, as the offer a visual image. A person, who sees live events and then joins a discussion, is better oriented in the news story and feels included visually. The fact that news is presented live and different people or experts can be consulted, has many advantages (Scannell, 2006). The technological changes have greatly progressed the way news travels, and Lev Manovich stresses how computers are taking over almost all other forms of news delivery. Modern news is presented with an open view and contexts that are multilayered. The amount of visual an d audio information has greatly increased and become more interactive. The use of computers creates a better organization of news and allows the user to address side stories or follow the main events more closely. A great number of sources can be consulted, so it is now unnecessary to rely on only one source. Automation has made the process extremely easy, allowing for a more comfortable and thorough news reception (Manovich, 2000). At the same time, Jim Thompson has been one of the key figures in sport broadcasting, and it seems there might be some future for broadcasting after all. It is a unique style of information transference and connects better with listeners. A person must have certain characteristics to be able to attract people and retain their attention. Some forms of news are better presented as a broadcast. As there are many people who have little time to watch the news or prefer broadcasting, it might possibly stay a part of the greater society (The Powerful Voice of the West 2011). Conclusion and recollection of positives and negatives Even though technology has changed the world, some things stay a part of society. The unique style of broadcasting creates a specific setting for news. The new generation uses internet and computers, so the need for broadcasting might disappear. Most likely, broadcasting will be modified, but will not disappear completely. References Hoeg, W 2009, Digital Audio Broadcasting: Principles and Applications of DAB, DAB + and DMB, John Wiley Sons, West Sussex, United Kingdom. Manovich, L 2000, The Language of New Media. Web.Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More Scannell, P 2006, What reality has misfortune? Web. The Powerful Voice of the West 2011. Web.
Friday, February 28, 2020
How to Think Theologically (HTTT) chapters 2,3 Reading Responses - Assignment Example Lastly, eschatology is the theological branch concerned with death, judgement and eventual destiny of humankind and his soul. Q2. At times, two different people read a similar section of the Bible but end up having entirely different interpretations of the same. For instance, someone reading the book of Job can have his interpretation that temptation comes from God (Stone and Duke, 2013). This is in relation with GodÃ¢â¬â¢s acceptance to have his servant Job tempted. Another would view it different and conclude that temptations are Satanic in nature as the whole idea of bringing calamities upon Job came from Satan. This happens because different Christians have varied theological backgrounds depending on how they were made to understand the bible right from Childhood. Q3. Correlation of different ideas involves bringing of two distinct ones together. For several years, this has been done by Christians in the journey of spiritual growth. As such, they tend to harmonize theology as a subject with their daily encounters. This helps Christians to carry out their ordinary lives basing on how they understand the Bible. Q4. Offering an evaluation of the rationale and trustworthiness of a belief entails deliberating on multiple conflicting issues. Thus, it helps in understanding of the Christian faith when initial perceptions of the same no longer seem tenable enough (Stone and Duke, 2013). Christians do this when seeking clarity on varied Christian concepts. Consequently, people weigh the available options alongside the merits of taking a particular direction. This is essential in the deeper understanding of the scriptures. In taking considerations, four of the most common tests of adequacy are often involved; Christian appropriateness, intelligibility, moral integrity and validity. Christian relevance involves the assessment of theology with regards to its faithfulness to the Christian message. Intelligibility, on the other hand, is
Wednesday, February 12, 2020
Technology Implementation Paper - Essay Example Human capital is the most important factor in the organizationÃ¢â¬â¢s success therefore, it is important that the staff feels comfortable with the implementation of new technology at workplace and they believe that the new technology implementation will be equally beneficial for them as much as it is beneficial for the company. This can be possible by providing the employees with all the information about the new technology and involving them in the decision making process, which will give them the sprit of ownership which will motivate them to actively participate in the new technology implementation (Garber, pp. 6-12). Organizational culture plays an important role gaining the competitive advantage since the employees feel comfortable working in the company, there is a low rate of employee turnover, and such employees are motivated to work well. The managers need to realize that the organizational culture should emphasize on learning new things by providing continuous training an d coaching. The employees must be motivated to learn new things and go for trainings by showing them how these training and learning will be beneficial for them and how the training benefited their seniors who also went trough the trainings programs and learning new technologies. There is a possibility that the staff may not be happy about new technology implementation, as it will require them to spend time on learning it and their routine might be disturbed. Moreover, they might think that this will not be of any benefit for them. The manager should arrange a meeting before actually implementing the new technology and inform the technical staff about the pros and cons of the new technology (Garber, pp. 6-12). They should make an impressive presentation showing the innovative features of the new technology they are going implement. The manager should make sure to attract the employees by informing them about the advantages of using the new technology for the company as well as for t he employees. Technology usually makes the work simpler therefore; the employees feel threatened of loosing their jobs, as new technology requires less human capital. The manager should satisfy the employees by answering all such questions that might be disturbing them that might be affecting their work. Manager should ensure their job safety, which will automatically bring them at ease in accepting the new technology (Holley, Jennings, Wolters, pp. 337-339). It is important that the manager gives timeline for the implementation of the new technology so that the employees prepares for it and starts working accordingly. The manager must inform the employees well ahead what they expect from them so that they plan their work according to the goals that they set with their manager. They should inform the employees about the training hours they will need to attend in order to learn how to implement and use the new technology and the input and output of training they are going to receive. Although attracting the employees towards the new technology is important but the manager must make sure that, they do not make any promises that they cannot fulfill or give them any unrealistic information about the new technology as it might result in the dissatisfaction of employees in long term and the employees might
Friday, January 31, 2020
Prof 2 part 2 - Essay Example Theoretically, scientists know how DS came about but not what triggers it although there are so-called risk factors to DS incidences. DS is a condition that needs to be extensively studied not only so that it can be totally eliminated but also to help those born with this genetic defects live the closest to normal existence as possible. The purpose of this paper is to study the causes and effects of Down syndrome including its medical consequences and the accepted appropriate clinical, sociological, nutritional and psychological approaches in dealing with DS victims. In undertaking the study of this paper, the writer used several books, articles and other references to meet its objective, which is to understand the causes of Down syndrome, anticipate its medical consequences and how to best deal with DS patients, clinically, psychologically and socially. The article Down Syndrome culled from the Parenting and Child health website was vital in giving a complete overview of the genetic disorder. It familiarizes the reader, although rather cursorily, with the disorder. This was important so that a complete overview of the topic can be instantly had without having to read longer accounts initially (2008). This was likewise true with the article Birth Defects-Trisomy Disorders which can be found in the Better Health Channel website (2007). To find out the frequency of DS occurrence vis-Ã -vis birth rates in Australian, a visit to the WD website and a reading of the article Statistics by Country for Down Syndrome proved helpful although the statistics therein presented were products of mere extrapolation (2008). The article Down Syndrome and Genetic Cleansing by Rachel Mealy provided an idea how Australian mothers can anticipate a DS birth and how Australian pregnant women actually deal with knowledge of imminent DS births (Mealy 2002). The book Prescription for Nutritional Healing: A Practical A-To-Z Reference to
Thursday, January 23, 2020
While reading The Stranger I noticed that traits that Albert Camus character depicts in the book are closely related to the theories of Sigmund Freud on moral human behavior. Albert Camus portrays his character of Meursault as a numb, emotionless person that seems to mindlessly play out his role in society, acting in a manner that he sees as the way heÃ¢â¬â¢s supposed to act, always living in the moment with his instincts driving him, and if the right circumstance presents itself the primal deep seeded animal will come out. I believe that most of the characterÃ¢â¬â¢s traits fall under FreudÃ¢â¬â¢s notion of the Id and Ego mental apparatus, and donÃ¢â¬â¢t believe that his idea of the super-ego is represented in this book. In the beginning of The Stranger Meursault first showed himself as a numb, emotionless person, who goes through the motions of life simply driven by his instincts when he attended his motherÃ¢â¬â¢s funeral. When at the funeral he showed no emotion whatsoever, here his mother lies dead and he should be grieving, yet all he really notices is how hot the room was they were holding the funeral in. He didnÃ¢â¬â¢t even wish to see her body before she was buried to say his goodbyes. This shows me that he has no moral bind to anyone or anything, and the only feelings he has is those given to him from primal instinct, of which are just needed for survival like being hungry, tired, hot, and so on. Freud would say thatÃ¢â¬â¢s depicts how all humans are. According to James Strachey, Freud believes that the way we as humans conduct ourselves throughout our lives is directly related to the Id, which is everything that is inherited from our ancestors and is fixed into us at berth, and i tÃ¢â¬â¢s the force caused by the need of our Id that is our instincts (14... ...he Stranger. New York: A.A. Knopf, 1946. Print. Costigan, Giovanni. Sigmund Freud, a Short Biography. New York: Macmillan, 1965. Print. "Freud's Personality Factors." Changing Minds and Persuasion -- How We Change What Others Think, Believe, Feel and Do. Web. 02 Dec. 2011. . Freud, Sigmund, and James Strachey. An Outline of Psychoanalysis. New York: W. W. Norton, 1949. Print. Freud, Sigmund, and James Strachey. The Ego and the Id. New York: Norton, 1989. Print Freud, Sigmund, James Strachey, and Peter Gay. An Outline of Psycho-analysis. New York: W.W. Norton, 1989. Print. "Superego." Encyclopedia - Britannica Online Encyclopedia. Web. 29 Nov. 2011. . "The Stranger." SparkNotes: Today's Most Popular Study Guides. Web. 29 Nov. 2011. .
Wednesday, January 15, 2020
Introduction Welcome to Language for Study III. The purpose of this course is to enhance studentsÃ¢â¬â¢ linguistic ability and knowledge of academic skills and activities to equip students for success in undergraduate level study. Course Description The module draws on language from Skills for Study III to build vocabulary, grammatical competency, and refine pronunciation, prepare students to understand nuances of spoken and written communication as well as execute accurate use of spoken and written academic work. Learning Outcomes 1. Develop abilities to use lexical and grammatical knowledge to critically evaluate discourse presented in academic forms. 2. Understand and evaluate persuasive elements in research and discourse. 3. Demonstrate linguistic proficiency to write a critical response to a standpoint or researched position. 4. Produce a range of lexical, phonological, and grammatical features of language to orally respond to excerpts of spoken and written discourse expressing a standpoint or researched position. Course Outline* Delivery Plan| Week 1| Unit 1: An electronic world(Part A)Lesson1: Introduction to the module and syllabus. Lesson 2: Understanding spoken information: identify features of fluent speech. Understand how pauses, intonation and stress influence listeners. pp. 7-13| Week 2| (Part B)Lesson 3: Become familiar with different types of written text: refer to authorsÃ¢â¬â¢ ideas. Identify persuasive language. pp. 14-22(Part C)Lesson 4: Investigating: identify grammatical structure of reporting verbs. Identify reporting-verb collocations. pp. 23-30 | Week 3| (Part D)Lesson 5: Reporting in speech: identify intonation and new information. Identify and use tones for authority and finishing a topic. pp. See more: Unemployment Ã¢â¬â problems and solutions essay 31-37Practise/mock Exam(Part E)Lesson 6: Reporting in writing: identify general-specific structure in introductions. Identify linking words. Write and paraphrase definitions using academic nouns. pp. 38-46| Week 4| Unit 2: New frontiers(Part A)Lesson 1: Follow lectures in English: recognise and use stressed and unstressed syllables. pp. 48-53(Part B)Lesson 2: Understanding written information: identify signposting for written arguments. Identify assumptions. pp. 54-61| Week 5| (Part C)Lesson 3: Investigating: identify and use hedging devices. Identify vocabulary used in stating premises. pp. 62-69(Part D)Lesson 4: Reporting in speech: refer to graphics and visual data. Refer to sources in a presentation. pp. 70-77| Week 6| (Part E)Lesson 5: Reporting in writing: link sentences and paragraphs. pp. 78-85Lesson 6: Review of Unit 2| Week 7| Unit 3: The individual in society(Part A)Lesson 1: Identify the language of speculation. pp. 87-97(Part B)Lesson 2: Understand written information: understand the way claims are made and evaluate them in a context. pp. 98-105| Week 8| (Part C)Lesson 3: Investigating: reconstruct information from notes. Synthesise information from sources. pp. 106-114(Part D)Lesson 4: Reporting in speech: summarise key aspects of research. Present an oral argument with different viewpoints. pp. 115-124| Week 9| (Part E)Lesson 5: Reporting in writing: identify and use substitution and ellipsis. Identify and use different ways of paraphrasing. pp. 125-133Lesson 6: Review of Unit 3| Week 10| Unit 4: Choices (Part A)Lesson 1: listen critically: identify and understand repetition. Identify stance markers. pp. 135-144(Part B)Lesson 2: Critically evaluate logic in texts: identify emphasis in academic texts. Identify and understand analogy in academic texts. pp. 135-144 | Week 11| (Part C)Lesson 3: Develop and independent learner: identify common errors in formality levels of academic emails. Identify formal and informal language in written communication. pp. 157-167(Part D)Lesson 4: Conclude a presentation: speculate about research results in conclusions. pp. 168-175| Week 12| (Part E)Lesson 5: Conclude, review and edit an essay: develop language for writing conclusions. refer to various sections of an academic text. Express importance, desirability and necessity. pp. 176-185Lesson 6: Unit 4 continued| Week 13| Writing Exam | Week 14| Overall review of the module. In class reflection and evaluation| Week 15| Reading, Listening and Speaking Final Exam| *(Subject to change due to unforeseen circumstances) Course material McNair, A. and Gooch, F. (2012). Language for Study III. Cambridge: Cambridge. Assessment This explains how you will be marked in this course Module Assessment| | Time/Number of Words| Weight (%)| Week Due| Relevant Learning Outcome| Writing| 2 hours| 25%| 13| All learning outcomes| Reading| 2 hours| 25%| 15| | Listening| 1. 5| 25%| 15| | Speaking| 1. 5| 25%| 15| | * Attendance Ã¢â¬â you must maintain a minimum attendance rate of 80%. Attendance will also be assessed by your readiness for class, arriving on time and your involvement in class discussions. Be sure to bring your class materials, such as pens, textbook, reading materials, extra paper, folder, etc. If you miss one class, you will be marked absent for the class. Students who leave class early without proper excuse will be counted absent. Deducted marks for late arrivals will be reflected in the class attendance grade. Therefore, punctuality is vital. (See the Access Student Handbook for details regarding absence due to illness) * You need to satisfactorily complete all the assignments set by your instructor. Your instructor will provide you with specific criteria for satisfactory performance on an assignment by assignment basis. Failure to complete assignments will result in academic probation and possible dismissal from the class. Credits and Workload This is a 10 credit course. You have class 2 hours a week, and are expected to study 4 hours a week outside of class. Classroom Etiquette * Mobiles Ã¢â¬â please ensure that your phones are off while you are in class. * Golden Rule: treat people the way you would like to be treated. Respect your instructorÃ¢â¬â¢s and colleagues. * For further questions and an overview of what behavior warrant disciplinary measures. See the Code of Conduct in the Student Handbook. Academic Dishonesty UKH policies regarding academic dishonesty apply to all assignments and exams completed in this course. Students should consult the Access Handbook for a detailed explanation with examples for this offence. An inability or unwillingness to conform to university standards of academic honesty is grounds for dismissal from UKH. Academic dishonesty Essay You are expected to demonstrate professionalism throughout your graduate education program. Professionalism includes the ways you participate in the university classroom and in teaching experiences in school. Your professional disposition is reviewed by advisors, professors, and the Professional Standards Committee. Exhibiting professionalism in the university classroom and the schools is a necessary requirement for continuing in the program. |Areas of | |Professional Dispositions | | | |Dependability and Reliability Ã¢â¬â Candidate demonstrates behaviors that are characteristic of the professional teacher such as | |punctuality, attendance and organization. Lessons are very well-planned and presented. | |Respect -Candidate demonstrates respect for supervisors and colleagues, students and other educational stakeholders, and is held in| |esteem by peers and supervisors. | |Commitment and Initiative Ã¢â¬â Candidate demonstrates commitment to learning and students; creates different learning strategies for | |students; and shares new and unusual professional resources with colleagues. | |Responsiveness Ã¢â¬â Candidate seeks and values constructive feedback from peers, instructors, and mentors; and goes beyond the call of| |duty to utilized feedback in teaching and planning. | |Collaboration Ã¢â¬â Candidate creates positives relationships within the university classroom and with stakeholders in the school | |community as well as suggests tips for sustaining positive relationships. See more:Ã First Poem for You Essay | |Open-Mindedness Ã¢â¬â Candidate demonstrates willingness that is characteristic of professionals in terms of willingness to examine | |both traditional and innovative practices, and demonstrates flexibility when dealing with uncertainty and complex educational | |issues through personal extensive inquiry and consultation. | |Knowledgeable Ã¢â¬â Candidate demonstrates awareness of current educational issues and demonstrates the ability to illustrate and apply| |subject matter concepts consistently and sequentially in lessons. | |Communication Ã¢â¬â Candidate demonstrates the ability to effectively write and speak, how to assist students in successfully utilizing| |applicable concepts of the language arts in terms of mastery as indicated by studentsÃ¢â¬â¢ work and grades. | |Confidentiality Ã¢â¬â Candidate demonstrates characteristics of the professional teachers such as sharing information about students | |and specific classroom anecdotes in confidential and respectful ways. Candidate shares information only with those who need to | |know. | |Academic Honesty Ã¢â¬â Candidate demonstrates academic honesty, a behavior that is characteristic of a professional teacher by | |producing independent, original work. | |Appearance Ã¢â¬â Candidate consistently wears appropriate professional attire while teaching. | |Teaching Effectiveness Ã¢â¬â Candidate demonstrates the ability to plan and to engage students in productive learning events that | |feature critical and insightful thinking, and demonstrates effective management skills by using a variety of strategies to foster | |appropriate student behavior according to individual and situational needs. | |Fairness Ã¢â¬â Candidate engages in practices that recognize all students, and all students received constructive feedback and | |encouragement. Student progress is recognized as well as mastery. All students believe that they can improve. | |Bias Ã¢â¬â Candidate engages in practices that recognize all students and encourage active student participation in activities and | |discussion that highlight the value of diversity and the richness of studentÃ¢â¬â¢s experience. | I have read and understood this statement of my professional responsibilities. Student Name (print)_______________________________________ Date __________________ Revised 7/1/2011 IV. Go to this link http://www. lib. usm. edu/legacy/plag/plagiarismtutorial. php and go through the plagiarism tutorial. Remember that using a paper, article review, etc. from another course is also considered plagiarism. Send the posttest scores to my email address. V. Please read the Academic Integrity Policy (located under content) before signing the documents below. ACADEMIC INTEGRITY Student Signature Form Academic Honor Pledge I promise or affirm that I will not at any time be involved in cheating, plagiarism, fabrication, or any other acts of academic dishonesty as defined by university policy which explains the disciplinary procedure resulting from violations of academic integrity. I understand that violation of this code will result in penalties, which could include suspension or dismissal from the university. (Student Handbook AKA The Red Book) Initial each below that is applicable. __________I have read and understand the Academic Honor Pledge above. __________I have read and understand the Academic Integrity Policy provided in the Student Handbook AKA The Red Book. __________The instructor, _____________________________, covered the Academic Integrity Policy in class, EDU _____________ for the _________________ term. __________I have gone over one or both of the tutorials (links provided in the syllabus) on plagiarism. ____________________________________________________________ Print Name Date VI. Read Chapter 1 in your TestBook and the Introduction Powerpoint located under Module I before completing the questions below. Classify each by research type: descriptive/survey, correlational, causal-comparative, experimental, or qualitative. If causal-comparative or experimental, identify the independent and dependent variables. If correlational, identify predictor and criterion variables if there are any. 1. The purpose of this research is to examine the relationship between creativity and achievement. 2. The purpose of this research is to examine prediction of success in physics based on a physics aptitude test. 3. The purpose of this research is to examine the effect of birth order on academic achievement. 4. The purpose of this research is to examine self-esteem of males versus females 5. The purpose of this research is to examine the attitudes of parents toward lowering the mandatory school attendance age from 16 to 14 years of age. 6. The purpose of this research is to examine the ethnography of teacher-parent conferences. 7. The purpose of this research is to examine opinions of principals regarding decentralization of decision-making. 8. The purpose of this research is to examine effects of assertive discipline on the behavior of children with hyperactivity. 9. The purpose of this research is to examine the relationship between the time it takes to run the 100-yard dash and high jumping performance. 10. The purpose of this research is to examine the effectiveness of daily homework with respect to achievement in Algebra I. 11. The purpose of this research is to examine the attitudes of teachers toward school-based management. 12. The purpose of this research is to examine the effect of superintendents via observations and conversations. 13. The purpose of this research is to examine comparative effectiveness of the whole-language method versus the basal method of reading instruction. 14. The purpose of this research is to examine trends in reading methods from 1950 to 1990. 15. The purpose of this research is to examine if childrenÃ¢â¬â¢s social adjustment in Grade 1 is enhanced by increased dramatic play in kindergarten. 16. The purpose of this research is to examine if there is a negative relationship between amount of assigned homework and student attitude toward school. 17. The purpose of this research is to examine if longer school days produce a decrease in student participation in extra-curricular activities. The purpose of this research is to examine if students will achieve better in mathematics if they use Saxon Textbooks rather than if they use Merrill Textbooks.
Tuesday, January 7, 2020
A Response to Suze OrmanÃ¢â¬â¢s Article In Ã¢â¬Å"How to Take Control of Your Credit CardsÃ¢â¬ , CNBC host and bestselling author Suze Orman provides her professional opinion on how the we can take responsibility and eliminate credit card debt. With OrmanÃ¢â¬â¢s advice and a little discipline all debts, either by choice or circumstance, can be cleared up in as little as just a few months. To start taking control of your debts you must learn to bring your interest rates down, protect those new low rates, and possibly seek help extra help through a credit counselor. First, she encourages everyone to try bringing their rates down Ã¢â¬Å"as low as possibleÃ¢â¬ . Orman explains how it can be easy to negotiate a lower rate with your current card issuer if you carry atÃ¢â¬ ¦show more contentÃ¢â¬ ¦In her article she relies mostly on tips and tricks she has picked up throughout the years in her career. While it might seem that a lot of the advice given in the article is common sense and widely available to the public, Suze can convey her message in a way that is more relatable to the average person. From the voice in her article to the simplicity of her ideas; everything is laid out on the table for us to easily work with. The public may know these solutions are out there, but using her celebrity, she can inform us in a more personal level simply because she is a familiar face millions of people will see on television. I personally havenÃ¢â¬â¢t had the pleasure of sitting at the table for hours at a time, shuffling my accounts around so I could p ay off one debt with another. I did however get a front-row seat when my brother was caught up with his credit card bills. This was at a time when 16 year-olds with expensive taste and very little income were receiving pre-approved credit card already with their names printed on them. After my mom rejected him countless amounts of times he sent in his application without her knowledge. The changes began almost instantaneous. On Saturday he received his card and started out small. A couple new pairs of jeans and a few Polo shirts were added to his closet. Then on Sunday, he