Any topic about electric.(BLACK HOLE ,ELECTRIC FIELD,circuit,) Assignment

Any topic about electric.(BLACK HOLE ,ELECTRIC FIELD,circuit,) - Assignment Example As that invisible black place pulls everything, it led to the formation of the name black hole. Powerful telescopes with specialized tools, stationed in both earth and space, can only detect these black holes. Despite exhibiting dangerous properties, black holes do not cause any major threat to earth and its people. Black holes are formed when star undergoes destruction, although not all stars destroy themselves. â€Å"While most stars end up as white dwarfs or neutron stars, black holes are the last evolutionary stage in the lifetimes of enormous stars that had been at least 10 or 15 times as massive as our own sun† [1]. The fact is that because of the massiveness of these stars and the resultant presence of vast gas in it, intense gravitational field normally builds up and tries to collapse the star. In a way, it can be said that increased fusion reactions that happens in the star’s core would be like a giant fusion bomb which can explode the star. Then when the star eventually dies, the above-mentioned nuclear fusion reactions stops as the fuel needed for these reactions burns up. However, at the same time, the intense gravitation of the star pulls the materials inwards and in the process compresses the core. Then, â€Å"as the core compresses, it heats up and eventually creat es a supernova explosion in which the material and radiation blasts out into space† [2]. After the blast, the remaining thing is the extremely compressed and exceedingly massive core, whose gravity is so intense that no material including light can escape from it. Then, as there is no force to control this intense gravity, an about-to-be formed black hole shrinks further to attain zero volume, after which the black hole becomes infinitely dense. As mentioned above, even the light that is generated from the collapsing star is unable to get out of it because of its intense gravitational pull. As the stars own light is trapped within its orbit, it makes the specific location invisible and

Case study 11 Example | Topics and Well Written Essays - 250 words

11 - Case Study Example Janice should consider getting support from the hotel’s executives through Tony for her group business. In addition, Janice should focus HR practices to increase collaboration amongst group members and their superiors or supervisors. The best way to deal with group businesses is to employ HR strategies. Thirdly, Janice can use heritage relationships to form and organize these groups. Janice should first find out existing trends in the lodging sector. Second, Janice should determine the most promising domestic and visit trends. Third, Janice should find out The Christopher Hotel’s rivals and their success so far. The fourth step is finding out the likely accommodation market sectors in the region. Lastly, Janice can find out the residence and average room rate that a new property at can accomplish. Janice can simply find out what the competition is up to by visiting their website and associate blogs or social media accounts. If the competition has not posted the specifics and time of these activities on these sites, Janice can attend a conference held by competition and pick up news about their events and successes. Other ways for finding out the operations and timing of the competition is compiling a report, enrolling their suppliers, or even employing

End-of-life Essay Example for Free

End-of-life Essay End-of-life care is a form of medical treatment which is usually provided for terminal illnesses, when the condition is no longer curable and every effort should be made at improving the quality of life rather than increasing the duration of life. Cancer is one condition which is incurable during the advanced stages. End-of-life usually does not involve provision of anticancer treatment but concern for lowering the physical symptoms (especially pain so that the patient is comfortable), addressing the psychosocial issues and the spiritual concerns, so as to improve the quality of life. Often an ethical dilemma exists at the situations under which end-of-life care should be started. The need to provide end-of-life care arises out the physician’s obligation to ensure that the patient can live and die with dignity, compassion, comfort and respect. Two of the cases which demonstrate the physician’s obligations to the patients were the Ann Quinlan case (1976) and the Cruzan V. Harmon case (1988) (Meisel, 2005 Rekel, 2007). In the Quinlan case, Ms. Quinlan suffered irreversible damage to the brain cortex and was left in a permanent vegetative state. She required ventilator support, artificial nutrition and artificial hydration to maintain her medical and nursing care. She could be kept alive for any duration, but this was morally not required and not in the patient’s best interest. The physician’s refused to remove ventilator support and hence the family had to go to the New Jersey Court. The court in the landmark decision permitted to remove ventilator support as it was not in the patient’s best interest. The court had said that although the patient was in a permanent vegetative state and did not have to ability to make a decision about withdrawing ventilator support, it did not mean that she could not exercise her choice and give her decision. The decision-making could be made by a surrogate who would be doing so in the best interest of the patient. In the Roe vs. Wade case, the court gave the decision that the patient could control their medical treatment and had the right to make decisions. In the Cruzon case, after the ventilator was removed, the patient survived for about 10 years. The Missouri court in this case did not follow the advice of the parent’s on removing life-saving support. The court said that all measures should be done in best interest of the patient, and if there were not clear evidence of the patient’s wishes, then the legal guardian should be acting in the patient’s best interest. The court said that even if there was a need to prolong life through ventilator support, if there was no evidence that the patient’s best interest would be fulfilled. In the case Westchester County Medical Ctr (1988), the New York court said that there had to exist clear and convincing evidence whenever important decisions had to be taken by the surrogate (Meisel, 2005 Rekel, 2007). Some of the common ethical issues regarding medical treatment have been ‘beneficence’ and ‘non-maleficence’. The physician should do treatment that benefits the patient and does not cause more harm. They should help reduce the suffering and help the patient to return to health. However, in the end-of-life issues, the patient would be dying due to the terminal cancer condition, and using life-sustaining treatment would not have any potential benefits, as it would prolong life, but not improve the quality. In this case medical treatment is doing lot harm than benefits, and hence using it would be inappropriate. However, a clear judgment has to be made in the clinical-decision making and one of the most important issues is whether the patient has made the intention of withdrawing all the life-saving treatment and instead goes into palliative care (in which symptomatic treatment would be provided so as to improve the quality of life during the last few days). Having the patient make this decision is based on another ethical principle known as ‘autonomy’. The patient has the right to choose or disregard whichever treatment he/she wants as the have the right to control any act that is done with their body (Walker, 1999 Meisel, 2005). Implications of risk management – †¢ Mainly with the use of opioids to manage pain (especially from its prolonged use) †¢ Clinical practice guidelines and protocols should be followed to ensure the greatest amount of benefits for the patient in the form of improved quality of life and lowered discomfort levels (Hoffman, 1998). The right to autonomy of the patient should not be disregarded under any circumstance. The patient has the right to choose palliative treatment or reject it based on their own choices. The patient may also want to undergo curative treatment for cancer even though the survival rate may be low. The patient should be informed of the benefits, risks, options, outcome and costs of all forms of treatment available. The physician should answer all the queries the patient has of all the available forms of treatment. No treatment should be done against the will and intention of the patient. If the patient is not able to make a reasonable decision as they may not be legally competent, then the surrogate (including the family member or a legal guardian) of the patient should make a decision on the patient’s behave, keeping in mind the clear interests of the patient (Walker, 1999, Meisel, 2005 Rekel, 2007). There may be a lot of competing loyalties between the patient and the organization:- †¢ The organization may try to keep the interest of the patient in mind and may do all that it can to reduce sufferings, improve the quality of life and ensure a peaceful end †¢ The organization may demonstrate a greater opinion towards anticancer treatment as it would involve higher costs (even though it is not beneficial to the patient anywhere) †¢ Even though the patient can benefit to a reasonable extent from anticancer treatment, the organization may force end-of-life care on the patient, as the family members have provided consent. In this case the family members would be having conflicting interests with the patient and may want a faster end to the patient. To prevent any conflicting interest of other parties, it is important that any decision made regarding use of anticancer treatment of initiation of end-of-life care should be clearly justified and documented through evidence-based findings. An ethical approach should be initiated to ensure that all issues are sorted out keeping the patient’s interest in mind:- †¢ The physician should ensure maintaining autonomy of the patient at all stages †¢ If the patient is not competent enough to make a decision by himself, decision-making should be done by the surrogate keeping in mind the patient’s interest and choices †¢ It is the obligation of the physician to ensure that the patient lives †¢ The patient’s competence needs to be determined so that a reasonable decision can be ensured †¢ The patient has to be informed of all the alternative choices available at all the stages †¢ In case of diagnosis of a terminal illness, confirmation should be taken from two physician’s (second opinion) †¢ In case of terminal illness, and the patient choice palliative care, efforts should be made at all stages to improve the quality of life (through symptomatic treatment of physical problems, addressing the psychosocial and spiritual issues), rather than on prolonging life The other issues which need to be addressed include:- 1. Active Euthanasia – This is legal in only a few states of the world including Netherlands and Belgium. The patient should make a reasonable decision, and should be a native from that state in which euthanasia is legalized. The physician himself would take the active step of ending the patient’s life. The patient should be diagnosed with a terminal illness 2. Physician-Assisted Suicide – This has been legalized in the US state of Oregon, PAS has been legalized. The patient would perform the active step of ending life and the physician would merely assist the patient. The patient should be diagnosed with a terminal illness (in which death would be certain within 6 months). The patient should be legally competent to make a reasonable decision (Rekel, 2007). References: Hoffmann, D. E. (1998). Pain Management and Palliative Care in the Era of Managed Care: Issues for Health Insurers†, Journal of Law, Medicine Ethics, 26(4), 267-289. http://www. aslme. org/research/mayday/26. 4/26. 4c. php Meisel, A. (2005). Ethics, End-of-Life Care, and the Law: Overview, Retrieved on August 16, 2008, from Hospice Foundation Website: http://www. hospicefoundation. org/teleconference/books/lwg2005/meisel_jennings. pdf National Cancer Institute (2002). End-of-Life Care: Questions and Answers, Retrieved on August 16, 2008, from NCI Website: http://www. cancer. gov/cancertopics/factsheet/Support/end-of-life-care Rekel, R. (2007). Rakel: Textbook of Family Medicine, 7th ed, Philadelphia: Saunders Elsevier. Walker, R. M. (1999). Ethical Issues in End-of-Life Care, Cancer Control, 6(2):162-167. http://www. medscape. com/viewarticle/417700_1

Responsibility Project Essay Example for Free

Responsibility Project Essay â€Å"If there was a red pill and you could take it, and there would be no side effects and your disability would be gone. Would to take it?† (Liberty Mutual’s The Responsibility Project, 2012). Anjali Forber-Pratt is paralyzed from childhood. She conquered issues uncommon to most able-bodied individuals such as social pressures, critical personal decisions, and relationships between legal and ethical issues, but she could win gold at the Paralympics. Organizations such as the Paralympics, and the University of Illinois, have overcome the issues of culture and precedence to do what is ethical right. They create strong influence over societies thoughts and provide experiences to those who may not otherwise have access to them. The responsibility and ethical culture of these organizations shows how beneficial changes to attitude and tradition can be. Issue Importance Losing mobility in society is challenging, but overcoming those challenges can be accomplished. Anjali Forber-Pratt had a dream to race in a wheelchair in the Olympics, she achieved that goal and won. Taking what you were giving and make the most of it is exactly what she did. She inspires people everyday to never give up and that they can do anything they set their heart on. Her parents were criticized based on the ethical perspectives of others for the way they treated her as a child. When she fell out of her chair, her mother would not pick her up. Instead she would encourage Anjali to pick herself up because one day her mother will not be there. Her mother was strong and wanted her to have the best life, teaching independence over dependence was the way to ensure Anjali could live a normal life. Anjali gave herself to her dream of racing, trying to push herself to become better against the external pressures at odds with disabled people in societies. External Social Pressures External pressures for anyone can bend everything we believe in or stand for. Within organizations, culture can be stronger when widely accepted by a group; it can withstand higher external pressures. As demonstrated by Citicorp, an organization could build a culture strong enough to withstand external pressures such as national cultural beliefs (Trevià ±o Nelson, 2007). For Anjali, a Paralympics world record holder, external pressures that had affected her life in immeasurable ways and fortunately drove her into organizations that had already built strong cultures of support and acceptance for disabled individuals. The University of Illinois is the original leader in driving the needs of organizational culture changes regarding how people with disabilities are assisted and treated in an academic atmosphere. There are not many years between the time our society viewed the disabled as incapable of normal life and the current view that they are no less capable than those without disabilities. Organizations like the University of Illinois and the Paralympics have provided an external pressure to many other organizations to change their culture out of the shared responsibility we have to each other, whether disabled or not. External pressures can drive positive or negative changes. In the case of Anjali and other disabled individuals the shift in our culture over the last 20 years has been in support of the responsibility we have to create equal access to life and the joys in it that most of us experience. Relevant to Organizational and Personal Decisions The decisions involved with disabilities and the changes in both organizational and personal areas are both areas that an organization and individuals must be responsible for. For instance, in an organizational environment, being responsible for making handicapped accessible areas is something mandated in most, if not all areas of the United States. An example of this would be making sure that there is a way into a building primarily accessed via stairs. Making the decision to uphold this rule is a sign of upholding the responsibility to making areas otherwise inaccessible to handicapped individuals an accessible area. Within personal decisions, it is an individual’s responsibility to notify the proper individuals if a rule or law is not being upheld to allow access to handicapped individuals. Relationship between Legal and Ethical Issues The ethical and legal relationship of citizens with disabilities has not always been equal. As stated above, until recent years the rights and advocacy for people with disabilities simply did not exist. The legal rights and privileges of such people have slowly caught up with the ethical. It is ethical for a modernized country, like the United States, to allow Americans with disabilities to live as normal a life as possible. These people deserve the ability to live a normal life within the realm of possibility. In the short film, Anjali proves that it is possible for those with disabilities to reach and achieve their own dreams. As far as her everyday life is concerned, it can be ideal for many to drive, go to college, and even live alone. The legal ramifications of allowing such dreams to occur have slowly matured over the last few decades. With legal acts concerning the ADA, and others, many new buildings and government or state run facilities have an obligation to be accessible to citizens with disabilities. Perhaps the greatest of feats is finally convincing the public that just because a person has a disability does not mean they are not capable of doing great things. It is and can be a great feeling, to know that the judicial side of government has a firm statement on the well being of those disabled. In turn, America has taken one more step in forging a long-lasting ethical/legal bond for some truly amazing people. Anjali said â€Å"No† to taking the little red pill. Ethical principle affects our daily lives and who we become today. Anjali chose a different path, overcoming the obstacles handicap people face. She conquered issues such as social pressures, critical personal decisions, and relationships between legal and ethical issues. She won gold at the Paralympics inspiring thousands of people. References Liberty Mutual’s The Responsibility Project (2012, September 11). Responsibility Sports: Anjali [Video file]. Retrieved from http://responsibility-project.libertymutual.com website: http://responsibility-project.libertymutual.com/films/responsibility-sports-anjali#fbid=r7MA1ox2-ul Trevià ±o, L. K., Nelson, K. A. (2007). Managing Business Ethics. Straight Talk About How To Do It Right (4th ed.). Retrieved from The University of Phoenix eBook Collection database.

Influence Of Television Viewing On Children Media Essay

Influence Of Television Viewing On Children Media Essay Introduction This essay is about the extent, justification and concerns that adult citizens have about the influence of television viewing on children. Adults in the context of this essay encompass parents, journalists, policy makers, media researchers and human right activists among other citizens. The discussion is covered over five sections. Each section attempts to give the perspective of a loose category of adult citizen concerns. The first section begins by situating the topic in media effects research theory-a concern for social scientists and media theorists. Here it underscores the various foci of effects research over the years notably; media texts as powerful agents of social change (Hovland et.al., 1953; Galician, 2004 and McQuail, 2005), media texts have an influence on peer relations (Moreno, 1934), there is a role of mediating factors (Klapper, 1960 and Moss, 1996) among other concerns. The second section attempts to justify the question of the essay by providing some evidence of w hy the influence of television might be considered more important than other media a concern for media owners, human rights activists and policy makers. Here contributions are made on the distribution and coverage of television (Lichter, 1990), its accessibility (Burton, 2004) and extent of usage by children (Buckingham, 2007) among other arguments. The third section focuses on a range of specific concerns about the actual effects of television- of interest to parents, media researchers and human rights activists. These concerns include, aggressive behaviour (Bandura, 1994), gender stereotyping (Ingham, 1997) and citizenship (Selznick, 2008) among others. The fourth section critically discusses some of the methodological approaches to examining the influence of television on children that would be of possible interest to media researchers and policy makers. Here it briefly highlights possible theories of how children react when exposed to a media text through perceived processes of cultivation (Newbold, 1995), acculturation and socialization (Goonasekera, 1996) and varying intellectual development (Buckingham, 1998) among other theories. The fifth section is the authors perspective of the kind of effective action that should be taken to contribute to better effects research and healthy television viewing among children. The conclusion summarises the main elements of the essay. Situating the influence of television viewing on children in media effects research theory The early part of the 20th century saw a pristine effort in the study of mass media effects that began when public concern about the impact of movies on children and adolescents was prompted by the privately funded Payne Studies (Galician, 2004, p84). These and other media studies helped establish the notion that mass media messages are indeed powerful agents of social change (e.g. Hovland, et.al., 1953;Galician, 2004 and McQuail, 2005). The influence of television viewing on children is an important issue to examine because as McQuail in Newbold (2005, p9) argues, the media is a powerful shaper of opinion and beliefs. For Hovland, et.al. (1953, pp260-266), two personality factors appeared to play a significant role in determining variations in the degree of effect of a media text; intellectual ability and motivation. In even earlier work, Moreno (1934) underscored the importance of peer relations and the bonds they form based on values within the group that are perhaps influenced by media texts. Lazarsfeld et al. (1948, p151) argued that the process of attitude and opinion formation within the broader public sphere of say a community owed more to the influence of other people the opinion leaders, than the media itself. Within media effects research, the opinion leaders are considered the primary group whose relevance is not merely its existence but rather their influence on behaviour and attitudes of individuals that make up the group (Newbold, 2005, p17). Hovland and his colleagues were not only concerned with personality factors but more so with the message itself. They argued that its apparent trustworthiness and how it influences the learning of facts indeed invoked different reactions (Newbold, 2005, p15). For Klapper (1960, p8), mass communication does not ordinarily serve as a necessary or sufficient cause of audience effects, but rather functions through a nexus of mediating factors, an argument that emphasizes the total situation. Moss (1996, p5) see ms to allude to this when she stipulates that audience studies can be examined by establishing the social context in which texts are distributed and consumed. The disparity in effects research approaches perhaps provides an indication of the complexity of the emphasis of issues and concerns by mass communication scholars in demarcating the field. The next section provides some illumination on this latter concern by comparing the influence of television versus other media on audiences from the collective adult citizen perspective of human right activists, journalists and policy makers. The influence of television versus other media Lichter, et. al. (1990, p8) views effects of television as greater than the print media or even radio because it clearly provides its audience with a sense that what it views is true and real. They further argue (p8) that television has broken down class and regional boundaries to a far greater extent than other media (during the 1990s); as compared to say, the print media that is segregated by area of distribution and readership. For Burton (2004, p93), television is the most accessible media to most people, including young children, where television is their most favourite form of media. Buckingham (2007, p75) further illuminates Burtons assertion by arguing that if schools have remained relatively unaffected by the advent of new technology, the same cannot be said of childrens lives after school. He also argues that childhood is permeated and in some respects defined by modern media -television, video games, mobile phones, the internet that make up contemporary consumer culture. G avin (2005) asserts that within a year an average American child would have spent about 900 hours viewing television in school compared to and nearly 1,023 hours in front of a television at home. Kellner (1990, p1) supports the latter assertions and argues that 750 million television sets across 160 countries worldwide are watched by 2.5 billion people every day; underscoring the obvious ubiquity and centrality of television in our everyday lives. Television influence separates itself from other media influences by the extent of its central role in the lives of the contemporary child and perhaps the fact that this is coupled with frequent audio visual stimulation. Media convergence in the current advanced IT age has given rise to internet television and mobile phone television tuning that technically changes the perceived coverage and possible influence of television. Surrounding these postulations is a range of specific concerns that are briefly discussed in the next section; looke d at from the collective perspective of concerned parents, social scientists and possibly media theorists. Concerns about the influence of television viewing on children The debate about the influence of the media on children has been wide-ranging and at times fierce (Robinson Willett, 2006, p6) with concerns about violence, sexual content, advertising and its developmental and educational implications (p6). The Australian Psychological Society Ltd Factsheet (2000, p1) claims that prolonged exposure to television violence is among the factors which lead to children to display aggressive behaviour in both the short and long term. Some aggressive effects research evidences that up to 88% of children readily imitate aggressive behaviour seen earlier on television (Bandura, 1994 in Cumberbatch, 2008, p23). Other concerns revolve around the power of advertising. Buckingham in Dickinson, Harindranath and Linnà © (1998, p134) contend that advertising is often accused of promoting false needs, irrational fantasies or even reinforcing exaggerated gender stereotypes and; children are at risk because of their apparent inability to recognise its underlying per suasive intentions. Some authors attribute this to the effectiveness of advertising. Halford, et.al. (2004) argue that because food is the most frequently advertised product on childrens television programming, exposure to these advertisements effectively promotes consumption of the advertised products. Gunter and McAleer in Robinson and Willett (2006, p11) do not agree with the latter assertion and argue that objective evidence is much less conclusive as to the effect of advertising. For Coon, et.al. (2001), excessive TV viewing during childhood and adolescence contributes to higher intakes of energy through snacks and carbonated beverages and lower intakes of fruit and vegetables. Other authors (e.g. Gortmaker, et. al., 1996; Hancox, et.al., 2004) suggest that watching excessive television contributes to sedentarism in both children and adults by taking the place of more energetic activities. Some concerns have been reflected in childrens perception of traditional gender stereotyp ing on television that is perhaps no longer appropriate for the contemporary roles taken on by the sexes. Ingham (1997, p2) reports that women in the home are frequently represented via the housewife-type role, with the man as the strong, bread winning husband. She further argues (p3) that when women are portrayed as successful; it tends to be at the expense of their personal life, which invariably tends to be unhappy. From a philosophical perspective Goonasekera (1996,p41) argues that communications technology (including television) has greatly increased cultural contacts among people of different nations; providing unprecedented opportunities for the establishment of closer cultural linkages and identities. He further argues that this very opportunity raises fears of cultural domination and obliteration of ethnic identities. For Van Evra (2004, p66), the concerns have gone beyond looking at only the negative effects and argues that although television may displace study time or af fect reading habits and study skills; it can also stimulate interest in new topics, provide background material for school projects and stimulate classroom discussions. For Selznick (2008, p108), television teaches citizenship. A plethora of views exist on the perceived influence of television on children. As noted by some authors (e.g. Buckingham, 1998, p.137; Newbold, 2005, p15) and Klapper,1960, p8), intervening variables mediate between television and its audience. Selznick (2008, p108) also argues that whether the effect of television on children is seen as positive or negative, most scholars agree that television affects the way that children build their own identities, specifically how they understand who they are, what they like, their place in the world and their goals. The next section provides a critical exploration of some approaches and models in effects research around the influence of television on children by expressing the more prominent concerns that scholars have had of their peers. A critique of evidence and methodology around effects of television on children The development of effects research has largely been in the direction of emphasizing the role of intervening variables (Buckingham p136 in Dickinson, Harindranath and Linnà ©, 1998). Taking this as a starting point, Robinson and Willett (2006, p9) argues that the way we interpret physical phenomena is not constant across cultural boundaries. Cumberbatch (2008,p33) alludes to Robinson and Willets latter argument when he asserts that research evidence on the effects of viewing violence suffers from various methodological evidence. Moss (1996, p30) alludes to these latter arguments from a Vygotskian perspective when she asserts that children grow up accommodating themselves to the existing social forms of thinking, shaped through words (Moss 1996, p18) and perhaps by proxy; through what they see through different media. Perhaps at this point a small illustration might serve to stimulate the discussion. Recently in Uganda, horror was experienced when a group of school children witnessed one of their peers plunge to his death in a deep topless latrine after boasting to his friends about being Tinky Winky one of the Teletubbies on childrens television often seen to emerge or drop down a hole in the ground. The Tinky Winky illustration peripherally suggests that negligence might have caused such an unfortunate situation for the kids. But as some of the Ugandan community seemingly believed; television implanted a fatal irrational fantasy described by Buckingham in Dickinson, Harindranath and Linnà © (1998, p134). Gerbner and Gross (1976) in Newbold, 1995, p30) prefer to call the latter case cultivation that places emphasis on long-term effects of the media. Perhaps, what creates a fair amount of separation in effects research and perspectives is not only linked to the way we interpret physical phenomena but also to the way that populist views (Robinson Willett, p9) are taken as gospel truth. The elite Ugandan community called for a total ban of the teletubbies -a d emand that spread to human rights groups. Could peers perhaps have influenced their unfortunate friend through secondary transfer of their television experience with the teletubbies? For Moss (1996), children sense of the media is mediated through talk with peers, parents and teachers. Goonasekera (1996, p26) attempts to demarcate the process that leads to anti-social behaviour that he contends happens through a process of acculturation and socialization, where values such as respect for the sanctity of human life become weaker and values promoting short-term hedonistic behaviour become stronger. Does this latter postulation apply to the Ugandan tragedy above? Some authors think otherwise. Gauntlett in Dickinson, Harindranath and Linnà © (1998, p124) criticises the effects model for its media depictions of anti-social acts that he says is limited to fictional productions. The weakness with this latter assertion of the effects model is that other anti-social activities which appear in other media do not have similar effects on the same audiences. If also, as McKenna (1995,p25) asserts that public service broadcasting tends to be dominated by the elites, then how can one account for the violence that is prevalent in many rural areas in Africa that are not exposed to the media? Can this perhaps be controlled when testing hypotheses? McQuail (2005, p16) alludes to this when he asks; which aspect of the medium is being regulated? This latter assertion has connotations for media effects research methodology; especially testing hypotheses. Buckingham (2008, p31) recommends that research should contribute to the wider debates about the aims and methods of media education. For Moss (1996, p24), this kind of research could explore on a macro level, the influence of media products on society and its culture or the socio-psychology of the process for individuals. Buckingham in Dickinson, Harindranath and Linnà © (1998, p136) however notes that effects models assume that effects can simply be read off from the analysis of content. This latter assertion appears to undermine the mediating factors paradigm that he further argues, has a weakness of viewing the audience as a mass of undifferentiated individuals. However, Buckingham (p.137) also validates mediating factors research approaches that underscore the dependence of the socializing influence of television on diverse and variable meanings which its users attach to it (uses and gratifications) and where viewers construct meaning (constructivist). Anderson and Lorch (1983), allude to an active relationship between children and television as they view them as actively making the choice to pay attention to television which in turn influences the way they understand what they watch and on the activities available in their viewing environment. This approach appears not to account for future similar anti-social behaviour that children exhibit after recently watching television. Indeed, Buckingham (1998 , p139) expresses this latter concern with the ways in which childrens understanding of television changes along with their intellectual development and uncertainty over their ability to distinguish between reality and fantasy on television. But for Cumberbatch (2008, p13 p32) doubts remain over the validity of empirical evidence to the case of causality in effects research into media violence that he argues; fails to raise the question of investigating why many people seem unaffected by television violence. On the other hand Moss (1996, p30) postulates that through social activities, childrens interpretation of media text goes through a transformation as they represent what they know in the current context, and renegotiate its significance in the light of others comments to generate and sustain their talk. For Robinson and Willett (2006,p25), both popular and academic research view children as passive receivers of whatever messages the media offers, with little ability to resist t he effects. These hypotheses in the underlying models of communications create a separation in the evidence generated by effects research of the media on audiences. The variegated demarcation of concerns in this and other sections only adds to the complexity of the issues around televisions influence and further raises the question of kind of effective action that needs to be taken. The next section attempts to illuminate this latter question from the authors perspective. Effective action for better effects research and healthy television viewing among children The concerns laid out in previous sections are based on the premise that watching television might have both positive and negative effects. This said, there appears to be vast inconclusive literature on anti-social effects such as violence compared to pro-social influence that television might have on children. Research might better serve in demarcating the field by illuminating the more positive aspects of television influence on audiences. With global processes such as the current economic recession and globalization unfolding or deepening, it might be useful for research to investigate the effects of television viewing on cultural practices or on economic status of audiences across an array of ethnic groups. Also investigating the effectiveness of mediating factors in influencing the resulting effect(s) might be an interesting area for research e.g. does someones religious beliefs rein-in or promote potential anti-social behaviour? Can say criminal anti-social behaviour have a gen etic link that manifests under a threshold of specific media exposure? How can research separate media and non-media influences across different audience age groups by first establishing a baseline of what children already know about the media? In terms of the presumed effects of advertising, media violence and so forth, parents or guardians need to review the balance of the childs daily activity based on some anti-social indicators. For example, if a child always chooses to watch television instead of play with friends or only talks only about television programs and characters, or is not performing well in school, it would be prudent to cut back on the amount of time spent in front of the television. Television viewing time should be negotiated together with the child. Parental Guidance locks should also be instituted on undesirable programmes. It is also helpful for adults, media text producers and regulation to help children interpret and critique the viewed material in order to promote constructive ways that life and values should be interpreted. Conclusion This essay has benefited by examining some of the salient issues around adult citizens concerns about the influence of television viewing on children. It focused on loosely defining the category of adult citizens and their specific interest in aspects of the topic. The discussion was demarcated by situating the topic in media theory, justifying the importance of examining the influence of TV versus other media and then specifically highlighting the plethora of concerns that were mainly negative. These concerns then spilt over into a separate section that focused on a critique of some of the existing methodological approaches and concerns. This was important to examine because methodological approaches inform the existing evidence and facts that a range of adult citizens base their understanding of the issue on. The essay then underscored the fact that mostly negative evidence exists around examining the influence of TV viewing on children and inconclusive in its findings. The essay t hen recommends future research to look into more positive facets when examining the issue and to incorporate the interesting dimensions of genetics, ethnicity and spirituality. This complex essay would have benefited more from an in-depth examination of the causal link between ethonographic, child development and economic issues and critical distancing in the influence TV television viewing on children.

Foreshadowing in Wuthering Heights :: essays research papers

Foreshadowing in Wuthering Heights Foreshadowing is a very common literary device used in classic literature. It gives a yearning of what may come ahead and an intriguing tie from the present to the past and vice versa. To foreshadow is â€Å"to shadow or characterize beforehand† (Webster’s Dictionary). Wuthering Heights as a whole serves as a large-scale example of this foreshadowing effect and it contains many other examples within it.   Ã‚  Ã‚  Ã‚  Ã‚  In the first half of the book, Emily Bronte gives the account of the foundational characters, the first generation. The account is given in a diverse way, it is stated as from the eyes of an outside observer with an inside scoop named Nelly Dean. Nelly had lived in both Thrushcross range and Wuthering Heights and had a first hand account of all that had happened in their inhabitants’ life. The actions and decisions of the first generation were also very eminent in their descendants; they both had their share in heartache and disaster. Though the same mistakes were not made they suffered just the same. The fact that Heathcliff never rectified his relationship with Catherine and all the others he hurt the hurt carried on down the family line.   Ã‚  Ã‚  Ã‚  Ã‚  The repetition of events was revealed in everything that occurred. The way that the first generation was treated was how they treated the next. For example Heathcliff’s deprivation of Hareton repeats Hindley’s deprivation of Healthcliff. Even the first Catherine shows this, she mocked Joseph’s earnest evangelical zeal and soon so did her offspring. It is even said that Heathcliff trying to â€Å"open† Catherine’s grave was repeated. All things were â€Å"predicted† and eminent of reoccurring in the future. The foreshadowing device was also used yet another time, to explain the basis of the whole story.   Ã‚  Ã‚  Ã‚  Ã‚  In the time of Heathcliff and Catherine’s journey through turmoil many things were said. Often when you are in a fit of rage or a time of passion you say things and some are meant and others are not. Emily Bronte to advantage of that fact. Through the many pieces of dialogue found in the story between Catherine and Heathcliff there was one thing said amidst it all that was meant and prevailed through the story. Heathcliff in a fight cursed Catherine’s soul to haunt him until he died and Mr. Lockwood saw that ghost and the ghost ended up haunting Heathcliff to insanity and eventually death. Bronte gave us that foretelling to intrigue us to see the depth of the relationship that Catherine and Heathcliff had shared, Heathcliff cursed her and Catherine carried it out until revenge was achieved.

Hamlet, Act 1 Scene 1 Essay -- essays research papers

One of the best known pieces of literature throughout the world, Hamlet is also granted a position of excellence as a work of art. One of the elements which makes this play one of such prestige is the manner in which the story unfolds. Throughout time, Shakespeare has been renowned for writing excellent superlative opening scenes for his plays. By reviewing Act 1, Scene 1 of Hamlet, the reader is able to establish a clear understanding of events to come. This scene effectively sets a strong mood for the events to come, gives important background information, and introduces the main characters. With the use of this information, it is simple to see how Shakespeare manages to create stories with such everlasting appeal. In Hamlet, Act 1, Scene 1 proves to be a vital element to understanding the play. One important task it serves is to determine the mood of the play. From the beginning of the scene, the reader is aware of the atmosphere of mistrust and uncertainty lingering in the air. When the reader is first introduced to the main characters outside the castle, they are suspiciously asking each other to identify themselves. Everyone seems to be on edge from the start, as if anticipating something. Another factor that reveals a mood of wariness and caution is how the night is dark, the air is chilling, and the characters speak of "the bitter cold," (p. 9, ln.8). This evokes a mood of foreboding and mystery. At one point, Fransisco ends his watch thankfully because, "he is sick at heart," (p.9, Ln. 10). Shortly after the atmosphere is created, the reader is introduced to the idea of a ghost, which sets a mood of dread and eerieness. The men speak of the ghost with great fear, and are very apprehensive to witness it again. Also introduced is the impression of death and the supernatural. Although it is assumed that the ghost is that of the late king, it is also presented that perhaps it is a demon, posing as the king. And if it is a ghost, why has it returned? The appearance of a wordless ghost is an important dramatic device that Shakespeare uses to rivet attention to the action, as well as to set the tone of the story. With use of such elements, Shakespeare effectively paints a distinct mood for the remainder of the play. In addition to setting a mood for the story, the first scen... ...uced in Act 1 Scene 1 is Horatio. He is a true friend and confidant to Prince Hamlet. When the men learn of the ghost, Horatio decides that they must let Hamlet know of what they have seen. This in turn, begins the plot. From his description of Julius Caesar and the times of the Romans, we also learn that he is very educated and intelligent. Horatio is well informed and very aware of the circumstances surrounding him. Nearer to the end of the scene, the presence of Prince Hamlet is introduced, although he is not yet present on the scene. By studying Hamlet, it is plain to see that this is a timeless story of mystery, drama and sometimes humour. In order to achieve such greatness, there is a specific criteria that the author must meet. In history, Shakespeare was renowned for writing riveting opening scenes for his plays. From these superior introductions, the reader is exposed to many important factors. Mood, background data and characters are all vital aspects of the play which are shown in the first scene alone. With this information, the reader is armed with the tools that will help them better understand and appreciate the amazing events to come.