Media And Politics Essays - Public Opinion, Public Sphere, Structure

Media And Politics The media is an intricate part of American government, intertwined with the practice of democracy, but to what extent does the media influence public opinion? To answer that several aspects of media coverage have to be explored. The first fact is that the media is America's basic resource for all the news concerning American politics. The second aspect is that the opinion expressed by the press influences the opinion adopted by the public. Lastly the issues the media deem important help set the national agenda. The most basic way the media influence public opinion is by offering knowledge about government decisions and access to government information. Daily the press deliver the raw information to the nation, whom in turn form into opinions. Without the media it would take the public longer to become educated about governmental proceedings. The media send messages across the nation. Before the advancement of such media as the television, radio, and the Internet, a much smaller percentage of Americans were informed about the issues concerning the nation. The second way the media can influence public opinion is through their ability to convey an overall tone to their readers and viewers according to their own sentiments. Often a newspaper's own feelings on a certain issue are expressed in their articles. When the public reads about such issues they can adopt the attitude which the media portrayed. The press my frame stories in a way that enhances the overall tone toward government and politics. Unfortunately the most common trend is to hold a negative attitude toward government. This negative tone has led to a national decline in voter participation. A greater portion of the country now attains a skeptical view of the American government. Most likely the largest way the media impact the public opinion is through agenda setting. Because of the vast number of issues plaguing America today, the press has to decide which they will cover and which they will not. Their reporting has a vital connection to what the public comes to believe are the important issues in the country. If the press repeatedly covers the gun control issue, then the nation itself comes to believe that it is significant. What The New York Times run on their front cover today is what constituents across the nation begin to feel is important. Because the nation deems it important, than it is introduced into legislature tomorrow. The press possesses the capability to create the impression that certain problems are of greater urgency than others. Given the fact that both time and space are money to the press, those certain problems are usually about political strategy, political infighting, political scandal and the private lives of politicians. These tend to over take the less entertaining, but more substantial stories because they do not make money. One of the most ironic ways the media influences public opinion is by bringing the candidates personally to each constituent through the use of television and radio. Could one honestly say that Abraham Lincoln could be elected if he were running today? Lincoln was not a very attractive man and did not have a very refined voice. How would Lincoln have looked and sounded on television and radio? The public may be stubborn to admit it, but it is true; the nation judges possible candidates upon appearances and performances. If a presidential candidate could not speak in front of large groups, he could never be elected in today's society. It would not matter that his or her policies were better than their running mates. Guaranteed by the first amendment, the media will always be there to inform the public and to decide what issues are important. Americans rely more and more on this media to judge how our leaders campaign, govern, shape public policy, and communicate their ideas. Being an independent check on all three branches of government, the media serves as a fourth branch of government. However essential the media is to the balance of government, the public must learn to make their own opinions and not just adopt those portrayed by the press. Politics Essays

The Political Allegory of George Orwells 1984 essays

The Political Allegory of George Orwell's 1984 essays In 1984, by George Orwell, the reader sees a primary theme of political allegory and satire. Orwell is presenting the world of 1984 as a satiric statement of what might come to pass if the world did not become aware of the terrible problems facing it, not in 1984, but here and now. Orwell wrote the novel not as a prediction, but as a warning. He believed that in many ways society was regressing back in the direction of barbarism, and that in the fight against fascism and other totalitarian and terroristic systems of government, Western Civilization could fall under fascist rule. 1984 is the kind of book in which a writer finally explores the limits of his obsessions and the darkest aspects of themes he has been concerned with for years. Animal Farm, which is considered to be Orwells masterpiece, and 1984 are concerned with political evil and the misuse of language. Animal Farm is a fable. Orwell rewrote it with human beings as the personae in 1984. The two books express his unique assumption that evil is primarily political. The two best-known works of Orwell, the beast fable and the anti-Utopian fiction seem to have more universal satirical meanings. Both books deal with the corruption of an originally revolutionary ideal into just another dictatorial regime. As if Orwell is saying, men will always allow themselves to be tricked and to behave, in the terms of like Boxer and sheep. Animal Farm is a satire that uses its characters to symbolize leaders of the Russian Revolution. The animals of "Manor Farm," the setting of this novel, which symbolizes Russia, overthrow their human master after years of mistreatment. The theme in the novel being that in every society there are leaders who will, if given the chance, likely abuse their position. Old Major is a prize white boar who helps point out to the animals that no animal in England is free. He continues to tell the animals that their labor is stolen by man, who bene...

Analysis of Saudi Arabian Water Resources Research Paper

Analysis of Saudi Arabian Water Resources - Research Paper Example This essay stresses that quality of water services in the country continues to be a real course of concern. To be a bit more specific discontinuation of services is a major problem. Very few cities actually enjoy continued services. According a survey conducted by FAO in Riyadh, in the last year water was available only once in every two and a half days. In Jeddah the water availability figure is once in every nine days. However, there has been slight improvement as in 2008n the concerned figure in Jeddah was and Riyadh was respectively 23 and 5 days. This paper makes a conclusion that that it is quite likely that demand and supply of water in various sector would be a major issue for a country like Saudi Arabia considering fact that it is desert country. The course of concern would be leading to a whole new level due to the changes in climate leading to rise in temperature, low amount of precipitation, increase in population and industrialization. Also consistency in the level of water supply is something that needs to be taken care of. Although there are a lot of room for improvement, but still the government initiatives in the domain of water demand management has to be appreciated. The plan undertaken by the government for the development of the industrial city would go a long way in the overall control of water demand and supply. Based on the above analysis some recommendations have been provided.

Is Anthropogenic Global Warming a problem and if so, why is it not Essay

Is Anthropogenic Global Warming a problem and if so, why is it not being solved - Essay Example 47). This paper will discuss the phenomenon of AGW, understand the problems and causes and examine counterviews that do not support these views. The paper will also examine the reasons as to why the problem has not been solved. 2. Understanding 'Anthropogenic Global Warming' Temperatures of the earth’s surface can change due to a number of natural reasons and these include increased volcanic activity, increased solar storms and radiation from the sun. However, these natural phenomenons are sporadic and they appear quickly, last for some time and then disappear. Nature and the environment then get an opportunity to stabilise and heal itself (Houghton, 2005, p. 45). However, since the industrial age when man started increasing his use of fossil fuels and also started using petroleum products, natural gas and thermal power plants, the impact on the environment has been severe. The use of these fossil fuels is almost non-stop and continues unabated through the year. Massive amount s of pollutants and greenhouse effect gases - GHG are released (Ruddiman, 2005, p. 76). These GHS are made of carbon dioxide, methane, nitrous oxide, sulphur and other such gases. They spread in the atmosphere and re-radiate the suns rays from the atmosphere causing greenhouse effect that reheat the atmosphere and raise the temperatures. Natural carbon traps such as forests that absorb CO2 have been reduced in density. This means that less carbon is absorbed by the environment and temperatures continue to rise. Rapid urbanisation with an increase in the ‘concrete jungle’ means more heat is reflected into the atmosphere. The main reason for the increase in carbon emission as seen is due to human activity and this has given rise to the term ‘'Anthropogenic Global Warming’ (Emanuel, 2005, p. 89). 2.1. Proof and evidence Many respected and reputed organisations such as the United Nations have published data on global warming (UNFCC, 2012; Pachauri, 2007; IPCC, 2007). The year 1800 is taken as the base year when meaningful industrial activity started. The CO2 amount release in 1800 AD is taken as zero and by 2000; this figure had increased to 9 billion metric tons of CO2 equivalent per year. Similarly, the average temperatures of the atmosphere were considered as -0.4 degree centigrade in 1800. By 2000, the average temperature has increased by +0.6 degree centigrade and this is an overall increase of 1.2 degree centigrade. Worse is in store since UNO experts believe that if the present industrial activity and lifestyle continues without restraint, then the temperature build-up would be much quicker and exponential. By 2060, the average temperature rise over 1800 values would be 4 degree centigrade. At this stage, polar ice will have melted, many coastal cities and vast hinterlands would be underwater and there would probably be another ice age (Anderson, 2011). This is not some kind of fear mongering but simulations arrived at by powerful computers that have analysed weather patterns and temperature changes (Tirpak, 2005). 2.2. Counterviews of AGW Global warming and drastic climate change has unfortunately been dragged into political and corporate wars. Peden (2009) argues that AGW is nothing but a hoax started by businesspersons who want to cash in on the business opportunities that global warming provide. Chameides (2011) commenting on a news report from Fox News says that global warming is a natural phenomenon and it has been going on since earth was formed. Temperatures rise led

IPods & the American Teenager Research Paper Example | Topics and Well Written Essays - 1000 words

IPods & the American Teenager - Research Paper Example or nano, this particular product continues to innovate and thus has maintained its supreme position at the helm of the personal listening device field. With bright new flashy skins, as well as a series of interfaces which tie directly into the Apple network, the innovation of the iPod continues and has ensured that this product remains at the forefront of an ever-changing industry. Teenagers are the primary audience for Apple’s strategic marketing campaigns as they are also an important buying demographic unencumbered by major financial obligations. Teenagers are the demographic who may be able to afford to spend $250 on the latest iPod or the accessories associated with the latest personal mp3 player. Because teenagers often have more disposable and non-discretionary income than most other demographic groups, they have been the target audience for the iPod since it was released. Importantly, Apple Computer has added new video capabilities of the iPods. How will this impact th e American teenager? (Levy 44-60). iPods originated as personal listening devices more than eight years ago and there have been many changes associated with this particular product. Apple Computer has always been at the forefront of innovative change in a competitive industry and the iPod remains a product which is continuing to evolve. Through its many endeavors, Apple has successful appealed to a young generation of technically savvy teenagers intent on being in the forefront of fashion, music and technological innovation. Through the introduction of the sleek Apple personal computer to the iPod, iTouch and now the iPhone, Apple has consistently staked a claim for its specific demographic. Apple remains at the forefront of the digital revolution and the latest edition of the iPod is its next natural progression in the increasingly popular hand-held personal music device industry. The decision by Apple Computer to add a new video capability to its iPod will have a variety of

Bhagwad Gita As Seen By Osho

Bhagwad Gita As Seen By Osho I have always been intrigued by one question the response to which I was always not able to a find or say this one question always confused me , baffled me or say that this very question always made me contemplate or say left me pondering. Every time I would see a court scene in a Hindi movie, I would find it very funny rather very strange. A witness or an accused being called to the witness box , he being made to take an oath in the name of the holy Bhagwad Gita by touching it and saying mein jo hi kahunga sach kahunga , sach ke siva kuch na kahunga. I would find it funny and would think whether it was some kind of narco test being conducted or what, that the truth will automatically start flowing from the mouth of the person. I could never understand and thought would perhaps never understand the reason behind it. Every time the same holy Gita and the same old oath. Then why only the Gita why not some other religious scripture. Well it could always be the Ramayana, the Upanishads, or say the Puranas. The other day the same question again came to my mind and I found the answer to it in one of the editions of Osho times and I found it quite convincing and relevant and at the same time very interesting. In the words of Osho, no other person on earth has been as complete as the Krishna. Looking at the personality and the character of the Lord Krishna , one would observe that he has been the only multidimensional person with so many faces and in a way complete, imbibing in himself almost every possible aspect of human nature . If he is a warrior, a Kshatriya at the same time he is a very learned being, a knowledgeable person, a great pundit, a Brahman. At the same time a lover, a flirt, a musician, a dancer, a thief, a liar, and a politician as well. There is hardly any aspect of human nature, which you will not find in the Lord Krishna. It is almost impossible, something which is not imaginable. Krishna is a complete man, which is why he has been called a purna a vatar. Before him and after him no body has ever been so complete and so multidimensional. Ram has been there, Vishnu has been there but no one so complete, so interesting and so varied in his personality with all shades and colors of human nature. According to Osho, if God descends on earth, he would look somewhat like Krishna and no one else. Lord Ram, however big he may be, in the consciousness of this country has never been a complete avatar, he always been a part of it but never the complete. The rishis of Upanishads however knowledgeable they may have been are not complete avatars. Only Krishna has been complete and thats why the majority of Indian consciousness and mind has been touched by him .And the reason for this is his being a multidimensional person who touches all the aspects of human personality. As far as Lord Ram and others are concerned, they are all one-dimensional and they can be loved and worshiped by only a particular category of people. As far as Krishna is c oncerned, it will be hard to find a person on this earth who will not fall in love with any of the aspects of the personality and the being of Shri Krishna. A thief may fall in love with him, a dancer will love him, a sanyasi may adore him, a nonsanyasi as well and he may even be source of inspiration for a Kshatriya. Therefore, Krishna is like a complete orchestra with all the musical instruments and in this orchestra, everybody finds an instrument of his choice. However, the strangest thing is there has never been anyone who would have loved Krishna as a whole. Surdas loves only the BAL Krishna, he is afraid of the Krishna who dances around with the Gopies and flirts with them. Keshavdas on the other hand will love the young Krishna dancing and enjoying himself. But to love him as a whole is very difficult or rather impossible. To be able to love him as a whole requires one to be multidimensional. And the majority of us happen to be one-dimensional and all of us we have a single t rack mind set and in Krishna we choose what suits us. That is why all love Krishna and everyone finds a reason to do so. According to Osho, in a court of law, one will seldom find good people; people who are bad in some way or the other usually frequent court. A bad person in love with Ram may perhaps never go to the court .So taking an oath in the name of Ram is almost impossible. Taking an oath in the name of Krishna is quite relevant and possible because Krishna seems to be open to even the criminals and all kinds of bad people .His doors are open for all. That is why even the bad people, the offenders, love Krishna. According to Osho, it will be hard to find a person who would not feel like hugging Krishna, who would say that Krishna is not meant for him or her. Moreover, for Osho the greatest truth greater than truth is love and it is almost impossible to lie in front of a person we are in love with. Truth can be found only in a love relationship. If one is not able to be truth ful towards ones lover then it is something else in the name of love and love not at all. Moreover, the psychology has proved that if somebodys cord of love is touched it will be impossible for him to lie. So it is all in the name of love for Krishna that all the accused and the witnesses are made to take an oath in the name of the Bhadwad Gita. Like wise there have been other questions too troubling me and keeping me pensive all the time since my child hood. I have my exams and say I m not well prepared, I m worried and my parents would always say karm kar fal ki icha mat kar; this again would leave me wondering. How can you do anything, perform any karma without thinking of the outcome at all. Finding it written everywhere would again make me feel guilty because lord Krishna had said so as my parents told me. I would feel something wrong with me as I never did anything without the outcome, and even today, I do not do anything with out the result in mind. There are expectations all the time. But today there is no guilt associated with it at all and again Osho helped me resolve this quarry of mine which earlier would never let me feel free of my guilt. I used to feel as if I was a criminal. But I was not responsible because that was how my parents and the people around had interoperated it. But the Osho does it, its really i ncredible. He says something very interesting. Karmanye vadhikareste à ¢Ã¢â€š ¬Ã‚ ¦.. he interprets it not by associating it with any result at all. According to him, it means being here and now completely. What so ever one does if done with full concentration and by immersing into it in ones totality, he or she would never fail. That is it. But the way people have been interpret ting it has been very unrealistic and impossible. How can you do anything without having the purpose in your mind? And doing anything without anything in mind would be foolish and stupid at the same time. But that is what we have told by all kinds of idiots and cunning people, or says the followers of Hitler. According to Osho, misinterpretation is done only with the purpose of creating guilt in the people. And it is very simple to dictate upon the people who feel guilty. Hitler also did that. He also created guilt among his people, ruled over them, and could have his way. Karma kar à ¢Ã¢â€š ¬Ã‚ ¦ That si mply means doing everything with full samagrata, with full concentration, by being here and now and that is what epitomizes the whole philosophy of Osho. Like wise, there are other questions as well. I once saw a film in which a serial killer goes around killing people and saying Na koi Marta hai na koi maarta hai à ¢Ã¢â€š ¬Ã‚ ¦.. Aisa main nahin Gita kehti hai à ¢Ã¢â€š ¬Ã‚ ¦. Nobody ever dies nobody ever kills, this again seems to be justifying the violence committed by General Dyer or the killings done by Hitler. But this is not what Krishna means to say. According to him just because no one dies does not in any way justify the desire to kill or the passion for violence? According to him, there is nothing wrong in the occurrence of violence but the sin is in the act of violence. So listening to Gita if someone concludes that killing someone is not killing at all is not right, that is all a fiction. Krishna is not saying, Go ahead and kill people. He is saying only if it becomes your experience that no one is ever killed, then, and only then, can you let whatever happens, happen. And there is one more thing who is Krishna addressin g this to. This is very important. This discourse is not meant for the common man, it is meant for the Arjuna who has refused to kill. And then he tells Arjuna that he is a Kshatriya and that he should perform his duty that of being one. But does that mean that Krishna is a warmonger? No. According to Osho, Krishna is only trying to help Arjuna realize who he is and what his duties are and how can he achieve the pinnacle of his being and that naturally is possible only by being what he is. In the battlefield, Arjuna has dropped his weapons and is talking like a Brahman, which he is not suppose to. This has only one message that all of us we should do everything to be what we are and that we should realize all our potentials and possibilities we have born with. Then there is one more important thing, which Osho says in the context of Bhadwad Gita. According to him, the Bhagwad Gita happens to be the first psychological scripture available to the East long before the works of Freud, Adler and Jung. And in his words, it would not be an exaggeration if Krishna were called the father of psychology. In the Bhagwad Gita, the way Krishna approaches Arjunas problems can only be appreciated once we really understand the working of the human mind with all its intricacies and complexities. According to Osho, all of us all the time carry an Arjuna within us and all the time we are confronted with situations and are facing one crises or the other. And as we listen to him it becomes clear that our situation too is not very different from that of the Arjuna, it is perhaps more complex and of a greater magnitude. In the words of Osho, the root cause of all of our problems, difficulties, miseries, dilemma, conflict and war is nothing else but mind. So in or der to find a solution to all these problems its very important rather imperative to understand the working of mind, its patterns and conditionings. According to Osho, only mind is the problem and all that chaos which we find all around ourselves, behind all this only mind is the one who is responsible. Some people have called the Bhagwad Gita a spiritual shastra but its not so according to Osho.In his opinion no shastra can ever be spiritual, it can only be psychological. Rather shastras have nothing to do with spirituality. The spiritual journey starts where the mind ends. And Osho goes further and says that there is nothing like a spiritual shastra because as far as spirituality is concerned, spirituality itself is life, is experience and shastra only helps understand the functioning of mind. Bhagwad Gita is not spiritual also because the problem of Arjuna is not spiritual; it is more of a psychological problem, a practical one. And the answer to a psychological question can only be a psychological one. According to Osho if someone says that Krishna is, addressing to Arjunas problem in spiritual words, that too would be wrong because then no communication would be possible between the two. According to Osho, no problem can ever be spiritual because spiritualism can be the solution and the problems always arise from the mind. In his words, all problems are psychological whereas spirituality itself is solution. Only mind is the problem. Mind itself is the chaos. That is why whatever is shastra cannot be beyond the mind and whatever is beyond mind has no name at all. According to Osho since most of our problems, arise from the mind, since most of them happen to be psychological, so the solutions to them too have to be of the same level. That is why Krishna in order to resolve Arjunas problem brings himself down to his level or say to his pedestal. How ever if Krishna addresses his problem from he already is i.e. is from his own pedestal, in that case no communication will be possible between the two; Arjuna wont understand anything. And that what happens to be difference between the modern teacher and the rishi of Upanishads. The difference is that of the methodologies. A modern teacher always keeps his student on the centre whereas the rishi of Upanishads, he himself happens to be the centre. Krishna talks to Arjuna just like a modern teacher. He does not preach him at all rather he discusses the problem with him. According to Osho, only those scriptures have future that are psychological. Metaphysics has no future at all. People have problems and they want those problems to be solved. All they want is a solution to them; and who so ever will solve them who so ever will answer to their questions will have a place, will have a future. According to Osho only if Krishna shows the courage to stand in a queue with Freud and Jung, then and only then Gita will have a future.

Crazy Old Holden Essay -- Essays Papers

Crazy Old Holden If you really want to hear about it, there is alot of symbolism in Catcher in the Rye. This novel, written by J.D. Salinger, utilizes symbols to portray different themes. Of these symbols there are three that are strongly related to Holden. The operation, being a madman, and stepping of a curb all play a vital role in the novel by J.D. Salinger. Holden is a very disturbed individual. Every since the death of his little brother, Allie, he has been going crazy. Holden even describes himself as a madman. Holden talked about being a madman while he was talking to the cab driver. Holden asked where the ducks went when the weather got cold. The cab driver thought this was a strange question and turned around to look at Holden like he was â€Å"a madman† (60). The cabby thought that it was an absurd question because everyone knew that the ducks went south for the winter. That is why the cab drive turned around to look at Holden like he was crazy. Another instance where Holden mentioned the madman was while talking to Sunny, the prostitute. Sunny came to Holden’s place because he wanted to have sex with her. Instead, Holden didn’t want to have sex, but he wanted to talk. Sunny thought that this was very odd of Holden to want to talk to a prostitute, rather than have sex, so she looked at him as if he were â€Å"a madman† (95). Going along with the madman theme is the operation that Holden talks about. The operation he is always talking about i...

Hamlet †Ghost’s Speech †Act 1 Essay

In the beginning of the play, the reader is introduced to the disorder in Denmark, a prevalent motif. The mysterious death of the king spurred the disorder, and the prospect of revenge was magnified by the supposed appearance of the late King Hamlet’s ghost. The ghost’s appearance and subsequent speech intensify the disorder by validating the reader’s suspicion of Claudius as a murderer and an incestuous, adulterous serpent. Hamlet is torn by this revelation, and responds with justified drama. Thus far Hamlet had a few reasons to hate Claudius; the ghost’s message emboldened everything he had suspected and even added to it. Previously in Act One, Hamlet had criticized Claudius for a few major grievances: for being opportunist upon the death of his father by marrying his newly widowed mother in order to seize the throne instead of Hamlet, for not properly mourning the king by waiting just a month to take his wife, and for acting like an animal by behaving in an incestuous and lustful manner. By playing on many of the same metaphors as Hamlet and bringing forth new claims too, the ghost- whose word the reader takes as truth- bolsters Hamlet’s claims. In the ghost’s rhetoric, Claudius is an unnatural, murderous â€Å"serpent†.(sc. 5 ln. 43) As a â€Å"fat weed,† his parasitic nature is apparent and matches Hamlet’s assessment of the situation as an â€Å"unweeded garden.† (sc. 5 ln. 39) (sc. 2 ln. 139) Later, the ghost goes on to describe â€Å"lewdness† courting â€Å"virtue† in Claudius’ despicable new relationship.(sc. 5 ln. 60-1) To Hamlet and the ghost, the new union is an embodiment of evil though it holds an honorable, royal position. The royal bed is now a couch for luxury and incest. (sc 5. ln.89-90) The queen has been corrupted by â€Å"wicked wit and gifts† and succumbed by what almost sounds like magic. (sc. 5 ln. 51) This too plays on the motif of unnatural existence in â€Å"Hamlet† as exemplified by the ghost. The ghost refers to public opinion as â€Å"the ear of Denmark.† (sc.5 ln.43) By misleading this one representative ear, the entire country has been misled.  The ghost then furthers the ear imagery by describing how he was personally poisoned through his ear. This deception perpetrated by the current king adds to the sense of unrest. The late Hamlet was â€Å"sleeping within (his) orchard,† an emphatically innocent action, as the juice was poured into his ear and coursed through his body like quicksilver. (sc. 5 ln. 66) The poison â€Å"tetter(ed)†¦about†¦with vile and loathsome crust.† (sc. 5 ln.78-79) This vivid and gory description adds to the sense of decay and discord. As Marcellus put it, â€Å"something is rotten in the state of Denmark.† (sc.4 ln. 100) Then the ghost talks about how that napping time was his â€Å"secure hour.† (sc.5 ln. 68) This describes the feeling of routine that once existed in the kingdom. Now time is cursed and nothing is happens in a proper time because of Claudius’ unnatural murder. The senses of touch and sight are very important in this speech. The ghost carefully describes how things looked and felt to actualize his feelings to Hamlet and the reader. When describing the queen, he uses a prickly set of descriptive words. She isn’t just part of a cursed union, she has â€Å"thorns that in her bosom lodge to prick and sting her,† by some heavenly will. (sc, 5 ln. 94-5) Additionally, the description of the poisoning is graphic to make it personal and real for Hamlet.

6 Forms of the Subjunctive Mood

6 Forms of the Subjunctive Mood 6 Forms of the Subjunctive Mood 6 Forms of the Subjunctive Mood By Mark Nichol Are you in a subjunctive mood? Then you should frame sentences in one of the six following forms. The subjunctive mood is used in cases in which what is expressed is not necessarily real, as opposed to the indicative case, which is applied to factual statements. The key difference is a change in the form of a given verb: Am or was is supplanted by were, be takes the place of are, or singular active verbs lose their -s or -es endings. In conversation, it is common for speakers to fail to distinguish between the moods, but in careful writing, the distinction must be made. 1. Counterfactual In this subjunctive construction, the writer expresses a notion contrary to fact, such as â€Å"If I were you, I’d return it to the store.† 2. Imperative In this class of the subjunctive mood, commands and demands are expressed: â€Å"I demanded that she walk away.† 3. Necessity This subjunctive form refers to requirement: â€Å"It is necessary that she fill out the form first.† 4. Proposition This category applies to proposals and suggestions: â€Å"We proposed that they reconsider the offer.† 5. Supposition In this form, the writer expresses a possibility: â€Å"If I were to accept the position, I’d have to relocate.† 6. Wish This type of subjunctive form deals with expressions of desire: â€Å"I wish that I were able to go back and do it over again.† The subjunctive case also survives in such idiomatic phrases as â€Å"as it were,† â€Å"be that as it may,† â€Å"be they [one thing or another],† and â€Å"would that it were.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:How to Format a UK Business LetterCapitalization Rules for the Names of GamesThe "Pied" in The Pied Piper

Inclusion Benefits

Inclusion Benefits Introduction How would it have felt to be isolated from your peers, brothers, and sisters everyday when you were a child? I do not know your answer but I am sure good would not be it. Inclusion involves having the support services brought to the children with disability in the ordinary classrooms, not relegating them into special classes away from the normal children.Advertising We will write a custom research paper sample on Inclusion: Benefits specifically for you for only $16.05 $11/page Learn More It is a practice that is gaining momentum in recent times thus begging the question, â€Å"What is making inclusion to be more popular than having special education for the disabled children?† This essay tackles this question, showing the benefits of having an inclusion system as opposed to the special schools for disabled children. Inclusion: What is it? Inclusion in education refers to the process of incorporating children with various disabilities in normal educational classes. Normally, inclusion falls into two categories, either full inclusion or partial inclusion. Partial inclusion involves having the disabled children in a regular class at sometimes and in a special class at other times. On the other hand, full inclusion is having the disabled children in the regular class always. Both forms of inclusion have benefits, which lie into two broad aspects, those for the students with disabilities and those for typical students. It is also important to note that integration is not inclusion; the former mainly involves the physical presence of the disabled child while the latter involves this child being involved in what other members of the class do. Benefits of Inclusion to students with disability One major benefit that a student with disability gains from being in an inclusive classroom is social growth. In a research, disabled children in typical classes developed better social skills and spent most of their time in the field or doing other communal activities as opposed to those in special classes who spent a lot of time in the classes (Katz Mirenda, 2002, p. 15). The argument that they cannot integrate with others due to their disabilities does not hold much water, neither does the assumption that they risk ridicule from the normal students and so develop antisocial tendencies. The integration with typical children is especially more fruitful in cases where the children are introduced to inclusion at an early age. Inclusion at this early age should therefore be encouraged as it helps both sets of children to learn to live with one another encouraging the disabled ones to be more social. Another positive impact that inclusion has on the disabled participants is the boosting of their self-esteem. Children with special needs tend to be very sensitive especially in matters of learning and education (Reid, 2005, p.42).Advertising Looking for research paper on education? Let's see if we can help yo u! Get your first paper with 15% OFF Learn More Activities in an inclusive class such as circle time create room for all the participants to be appreciated by their colleagues since they encourage mutual understanding. In a special class, a disabled student’s peers may not necessarily recognize his or her effort in such activity and so he or she does not get the appreciation that accompanies such plays. Responses from their peers may increase the chance of disabled children to develop self-concept. Further, the concept of self-esteem even in normal children is dependent on the reaction of other people to what they do which translates to the way they form an opinion about themselves. Boosting disabled children’s self-esteem is important for then they acquire social and emotional independence, which enables the society to reap from the special talents that they possess. Inclusion promotes the growth of engaged behavior among the students with disability. According to Katz and Mirenda, several studies indicate that students with developmental disabilities show a higher level of engagement when learning in an inclusive classroom as opposed to learning in a special class for the disabled (2002, p. 17). This is explained by the observation that when inclusive classes were left without an educator, the members with disability tended to be less alone as they were found with at least one other student (Katz Mirenda, 2002, p. 17). This scenario is plausible given the fact that proximity goes hand in hand with engagement. In addition, another dimension of this argument is that since the most basic way of learning is through sight, the disabled students get to learn on interaction through their peers who are not disabled. Furthermore, there is a great expectation for them to behave in a manner similar to the typical students, which fosters their learning process of living a normal life. According to Katz Mirenda, the opportunity for disable d students to interact with their counterparts without disabilities also produced academic benefits (2002, p. 14). Students with disabilities can acquire the basic communication and common motor skills from their peers without disability through cues, consequences and prompts they are given.Advertising We will write a custom research paper sample on Inclusion: Benefits specifically for you for only $16.05 $11/page Learn More Moreover, the idea of expectation replays itself; that is, through the silent expectations from normal children, students with disabilities feel compelled to achieve their own goals of acquiring motor skills as well as communication skills. Benefits of Inclusion to students without disability Inclusion is like a double-edged sword; it benefits both the disabled and the typical students. Surprisingly, it helps the typical students in included classes to improve their social life and future interactions. The key element here is; typical s tudents get to appreciate other people more, through their interaction with the disabled students. Their sensitivity to the needs of others is enhanced through their experiences in class. In return, this experience sets typical students to become leaders later in life, for understanding and appreciating others no matter their status underscores the basic principle of a good leader. Further, including normal students helps them to be more understanding and supportive of the initiatives of other people, an element that might lack in typical students learning exclusively away from their disabled counterparts. A possible counter argument may be that the disabled children have a negative impact on the normal ones. Well, the argument is shallow as experience shows that odd behaviors from the disabled children actually diminish gradually in an inclusive class and do not rub onto the other children. It is important for the society to encourage cooperation between children of various abiliti es; for through this, the society can truly achieve a generation, which upholds tolerance within the societal constructs. Interestingly, studies carried out to investigate the impact of inclusion on able students revealed another interesting observation. They found that â€Å"the presence of students with severe disabilities, even those with challenging behaviors, did not negatively impact the amount of engaged time for typical learners† (Katz Mirenda, 2002, p. 18). Typical students in an inclusive classroom have the duty of giving prompts and facilitating motor and communication skills among the disabled students.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More This, it seems has the positive impact on their engagement and hence fosters their academic performance. Contrary to most people’s expectation that disturbances especially from students showing a high level of disability (e.g. shouting in class) would result in a performance drop of the typical students, research proves otherwise. The way forward I hold the view that inclusion is the best option in the education system for students with special demands as long as its implementation follows succinct laid down structures without overlooking the loopholes that come with the whole process. For a successful implementation of the entire process, proper training of the teachers who are to teach in the inclusive classes and provision of supportive devices for the disabled students is paramount. For a teacher in a typical class, it is not good news to change over to an inclusive one. Therefore, collaboration must take place where the two teachers participate in teaching. In the end, e ven the typical class teacher will appreciate and embrace the disabled children. According to Lombardi, inclusion also means provision of specialized services and education outside the normal classroom for a limited period (1999, p. 10). This means that inclusion does not cut cost on the education of those with special needs. The educators therefore have to be prepared to handle any eventualities and embrace chance because change is inevitable if inclusion will be realizable. Conclusion Inclusion is not a revolutionary idea; it should be implemented gradually and properly so that its benefits may be realized. It may present a challenge in its implementation at first, but it benefits everybody in the end. The disabled children gain more confidence, exposure and engagement skills. On the other hand, the typical students learn the art of tolerating others and improve their interpersonal skills, which are important later in life. Even though the inclusion process might prove hard to imp lement, it is a cause worth pursuing for the good of. Reference List Katz, J., Mirenda, P. (2002). Including Students with Developmental Disabilities in General Education Classrooms: Educational Benefits. International Journal of Special Education, 17(2), 14-24. Lombardi, P. (1999). Inclusion: Policy and Practice. Bloomington, Indiana: Phi Delta Kappa Educational Foundation. Reid, G. (2005). Learning Styles and Inclusion. London: Paul Chapman publishing.

Final Project Research Paper Example | Topics and Well Written Essays - 1500 words

Final Project - Research Paper Example A training framework for employees in the application of the basic quality control tools is also created through this process (Tara, 2012). A storyboard is a visual display of the Quality Improvement story and normally it is mounted on a board in the area where the problem is occurring. This is because everyone can be able to see the problem and the progress made in solving process. A QI story has several uses: first, a team is able to organize, gather and analyze the data in a logical manner. Secondly, the progress of the team is also monitored (Tara, 2012). Third, the story facilitates the non members understanding of the process and the improvement. Lastly, the story makes it possible for presentations to be made to the management become standardized since everyone is familiar with the processes. The quality improvement story is a process that has several standard steps to be followed: 1. The problem area is identified 2. The causes of the problem are identified 3. The root causes of the problem are analyzed, identified and verified 4. The prevention action is planned and implemented 5. The effectiveness of the chosen action is checked 6. The process improvement is standardized 7. Future actions are determined Wellington hospital: Quality improvement story The wellington hospital conducted a quality improvement project which involved designing, developing, and implementing a quality improvement project that is based on accreditation. Team: 5 members Venue: wellington hospital building Team members: John smith Nelson Pulaski Dr. Theresa brown Rebecca Anderson Plan: to identify and plan for improvement in service delivery (http://www.thewellingtonhospital.com/) Identifying the problem area The areas for improvement were identified through the efforts of the team members and collaborations of the hospital’s departments. According to a survey conducted on all the hospitals in the state by EPIC sponsored by the association for public health institutions. I n 2011, 58% of the residents in the state knew very little about the services and products offered at wellington hospital. A review of the data also revealed that the people had little awareness and the knowledge of the quality of professionals in the institution (http://www.thewellingtonhospital.com/, 2012). Schedule of the plan A committee of staff committed to the process improvement comprising of administrators as well as top level managers. The team members also include the members who contribute to the quality assurance process as well as contributing to the project conclusion. A matrix diagram was created to document and understand the approach to be adopted. A time phased schedule was also created for the completion of the project (Hitoshi, (1985), Understanding the chance AIM statement Capacity Breakdown of the capacity Levels of learning Increasing awareness of the services in the public health services Relationship with the media Find the contacts to the media Learn the p ricing for the advertisements Past relationships Writing capacity Increasing the capability of the staff Developing the writing process Learn the standard formats in article writing John will write releases for the press The minimal writing process Public health topics Research and findings on the issues in the public health The issues which the hospital is currently facing Information to be released to the media Basic knowledge

Three Perspectives of Viewing Crime Essay Example | Topics and Well Written Essays - 1000 words

Three Perspectives of Viewing Crime - Essay Example Traditional thinking also inhibits change in the criminal justice. Command structures must also get the priority for notable change to occur. Having talks with the community members are also, ways that the criminal justice practitioners seek to enhance their participation in the policymaking. These theories of crime have their own views as to the course of people engaging in criminal activities within a society. Personal definition of crime of criminologists defines their ultimate choice of theory preference. The three perspectives of viewing crime are the consensus view of crime, the Interactionist view of crime and the conflict view crime respectively (Siegel, 2006). According to the consensus view of crime, crimes are simply repugnant behaviors of elements linked directly or indirectly to the society. With regard to this view of crime, the substantive criminal laws serving as the written rule define crime related to punishments. This means that if one goes contrary to the written rules deserves punishment. The best example of this is when curfews come from criminologists and when one does contrary to the curfew, punishment becomes the order of the day. Substantive criminal law ultimately depicts the values, opinions and beliefs of the society. The consensus word in the consensus view of crime provides an implication that there is a general agreement among a large portion of society about the unacceptable behaviors that the society should consider as crimes. There have been many attempts in the recent past of creating thorough, concise and encompassing consent crime definition. Donald Cressey, Edwin Sutherland and a few other criminologists support the standpoint of conjoining criminality laws with crime. According to this view, crime encompasses morality, rules and beliefs. Sutherland and Cressey agree that criminal law application exists uniformly to all social classes depending on the rules to refer. This means that everybody has beliefs and hopes just as the author does in fair and legal system where all types of people regardless of the social class. The best example or illustration for consensus view of crime is that law prohibiting theft, robbery and burglary directly points towards controlling poor, the lower class, needy individuals and the disabled. At the same time laws focused on corporate price fixing, embezzlement and insider trading prevention are in existence for the purposes of controlling the upper class, wealthy and rich in the society. In consensus view of crime, criminal and illegal behavior has a close relationship with social harm meaning that there is need to stop, control and manage every bad behavior causing harm or disturbance to other people. Social harm is what progresses to social crimes and sets deviant and strange behaviors that are shocking and seem immoral but may not necessarily be criminal. In many instances, the religious people condemn such behaviors though they do not consider them crimes because t he general community consensus is that they cause no harm not unless they involve children in any way. There is much controversy attached to the consensus vie