Ochres: Dance and Aboriginal Culture

Bangarra Dance Company Ochres: Red vs. Black Culture and its, at times, inconceivable differences is an expression of concern for our society today. Silencing and elapsing of cultures and traditions seems to have escalated immensely. However, for the sake of our future, there is strong importance in the need of these traditions endurance. Therefore, contemporary dance has the aptitude in defying these unjust cultural judgments. We see countless contemporary choreographers, today, merging momentous techniques of contemporary with traditional aspects of cultures; for unerringly that reason.Widely acclaimed within Australia and internationally, Bangarra Dance Theatre presents the spirit of true Australia. They make traditional culture accessible and enjoyable, providing an enriching experience for the audience. Their works are creative and thought-provoking, contributing to a greater understanding and acceptance of Aboriginal values. The work of Ochres (1995), a Bangarra Dance Theatre p roduction, embraces upon the cultural and spiritual significance of Aboriginal life.Through the four colours of Ochres, each representing an element of Aboriginal culture, Stephen Page integrated contemporary abstraction in exposing symbolic reasoning. A correlation of the inspired traditional forms is distinguishable in both sections ‘Red’ and ‘Black’ of the phenomenal production. Evidently, through the use of only four male dancers, ‘Black’ conveys the element of men’s business. The storyline perceives an ash storm that has blown over and that the call and pain of initiation can only be viewed from a distance.Traditionally, what’s more stereotypically, men were visualised as the control and workers in Aboriginal culture. As the support providers for their families, men would find themselves endlessly hunting and toiling. Stephen Page successfully fused these aspects of tradition within a contemporary piece; creating such meaning . Varying movements are performed with strong suspension and sustainability; denoting their power and boldness. This is further supported by, in sections of the dance, the strength held by the upper torso while utilizing various leg movements.Actions of kicks and leaps are performed at various levels assisting in the representation of the ups and downs they are faced with, and the fight from pain. The movement where dancers appear kneeling to the floor, pushing and pulling their arms repeatedly, appears as an abstraction of plowing; another element of men at work. Furthermore, movements intertwine with the use of props as they crawl behind and in front of them. It is this that appears as a sign of the men being out in the bush hunting.In order to define their connection with the land; tradition of aboriginal culture, low crawling and floor movements are seen throughout the sequence. In comparison, the development of ‘Red’ evokes the customs, laws and values placed on th e relationships between women and men who have been on a path of change since time began. In each of these relationships: the youth, the obsession, the poison, the pain, there is struggle. Unlike ‘Black’, ‘Red’ makes use of both male and female dancers to portray this message and embrace these relationships.Within the first sequence, youth is evidently conveyed through the use of childlike motifs; such as the women flashing her dress towards the man, running around, skipping, and torment of the male. It appears as the initiation of a relationship between a man and a woman; or as evident in youth, a girl and a boy. As the sequence progress, the young boy finds himself arising from the torment of these fellow ladies and perseveres his dominance. During torment the male is visualised sitting at a lower level, but once power is regained levels change dramatically where he is above the women.As the males in ‘black’, the male’s movements are p erformed with strong suspension and sustainability of his entire physique. Strong kicks, high leaps and barrel rolls, and lifting of the female dancers further enhance his dominance. Again, as ‘black’ embraces in a connection to the land through numerous floor movements so too does ‘red’. The following two segments, encompassing obsession and poison, are where a slight contrast of movements is evident. Suspended and sustained movements remain but less sharp and forceful; almost more drawn out and gradual.This emphasises the delicate love and care for each other. However, as the word obsession suggests, its segment consist of support where dancers are endlessly connected: either being hip to hip, head to hip or upper body to upper body. This idea establishes the need for one person within love, always relying on them and falling back to them. Furthermore, it encompasses numerous lifts throughout to convey their connection. Whereas, within poison slow suspend ed movements are performed in unison almost repelling each other. Dancers become within each other’s personal space, so close yet do not touch.This is the beginning of the struggle of relationships; where they find themselves repulsed by each other. Finally, the closing segment addresses pain; the dying of one’s love. This section is relatively shorter than the rest representing the short death and pain. The male appears as the focus, just like the males present in ‘black’, as he sits at a low level; close to the connection of his land for the last time. The female is present dancing around him as a spirit of hope. Evidently, she utilises various turns and jumps to achieve this meaning.Traditional aspect of the stolen generation can further be respected abstractedly within the work of ‘Red’; dwelling upon the historical background of Aboriginal’s. This is shown through the men representing the government and the women representing all o f the Aboriginal women. Movements have been utilised through forceful suspension and sustainability allowing the dancers to express their emotions towards this historical chapter. The fast movements and the use of space show the aboriginals trying to escape from the government in order to save their family.As Page endeavours to encompass Aboriginal culture within contemporary dance, he makes use of occasional Aboriginal dance techniques. In both ‘Red’ and ‘Black’ of Ochres it is blatant to see these techniques throughout. By altering movements, that would generally be seen on straight supporting legs; such as pirouettes, to bent from the knees is one approach of foreshadowing Aboriginal techniques. From the bending of knees, asymmetrical shapes can then be established; another aspect visualised within Aboriginal dances. Finally, music and aural elements of the entire piece encompass aboriginal chanting to maintain this culture.Stephen Page’s producti on of Ochres is one of the many illustrations to how contemporary choreographers of today revive those slowly diminishing traditions of our historical cultures. As distinguished within the works of ‘Black’ and ‘Red’ of this production, cultural understanding and justice can be achieved through incorporating its aspects into contemporary dance. His influence to our current and future society has been enormous, contributing to a much greater understanding and acceptance of cultural values. More particularly, our authentic Australian spirit of Aboriginal ancestors can be reunderstood and claimed as truly remarkable.

Personal Learning And Thinking Skills Education Essay

The challenge of capturing Black Marias and heads when sing the hereafter or when prosecuting in statistical analysis is best tackled through duologue so that students can see and joint their thought and instructors can tap in to their logical thinking. With this in head, possibly a better start point might be:‘In this country it may rain tomorrow or it may non, and yet the chance that it will rain tomorrow is by and large non 50 % – discuss and explicate your believing with grounds. ‘The outlook that pupils back up the value they choose for a chance with grounds gives them the chance to uncover their apprehension. This sort of concluding with grounds demands to be modelled through critical duologue between the instructor and the students. One manner to assist students develop the accomplishments of logical thinking and account is to work more often on the mental facets of managing informations including chance. Explicit links can be made between the managing informations rhythm and the manner we work with chance. There are utile analogues with the rhythm both in illustrations where we use an experiment to happen the estimation for a chance or where we solve a job utilizing theoretical chances. In add-on instructors need to be after for treatments which compare theoretical and experimental methods: their rightness, drawbacks and advantages in peculiar fortunes. It is clear that accomplishment in utilizing fractions, decimals and per centums as portion of a chance computation demand to be considered as a precursor to undertaking chance jobs. In the chief, nevertheless, advancement in chance depends mostly on understanding thoughts, instead than geting farther accomplishments. Finally, as chance is an rating of what might go on in future, it is of import to carefully take linguistic communication so that the event described is placed in the hereafter. For illustration, ‘What is the chance that I will hit 7 on two dies? ‘ makes more sense to pupils than, ‘What is the chance that I scored 7 when I rolled two die? ‘Key ProceduresRepresenting: If students can stand for informations as portion of a statistical question so they are better positioned to go responsible citizens who can choose and sift information thoughtfully and utilize mathematics with assurance to inform decision-making. Representation is a major focal poin t of Probability, of import in binding together the determinations students make at the different phases. In a statistical question, stand foring is portion of about all elements of the managing informations rhythm. It involves: Proposing a job to see utilizing Probability methods, bordering inquiries and raising speculations Deciding what informations are relevant and identifying primary or secondary beginnings Planing ways of capturing the required informations, including understating beginnings of prejudice Making representations of the informations, including the usage of ICT, for illustration, tabular matter, grouping, arrays, diagrams and graphs.Analysing:Mathematical logical thinking is required at all phases of happening the chance of an event When stipulating and planning by working logically, placing restraints and sing available techniques ; besides by researching speculations and utilizing cognition of related jobs When roll uping informations by working consistently, researching the effects of changing values in state of affairss where there is random or systematic fluctuation when processing and stand foring informations, doing connexions within mathematics and placing forms and relationships, and doing usage of feedback from different audiences when construing and discoursing consequences, explicating and warranting illations drawn from the informations, recognizing the restrictions of any restraints or premises made ; utilizing feedback to reevaluate initial speculations and adjust facets of the managing informations rhythm. Using appropriate processs involves pull stringsing informations into suited signifiers for accurate representation, computation and communicating. This will affect supervising the truth of methods and solutions. Appropriate processs in a Probability question are: utilizing systematic methods for roll uping informations from primary and secondary beginnings. To build tabular array, diagrams, etc to show informations in an organized signifier. Calculating experimental and theoretical chances. Interpreting and measuring: Interpretation and measuring consequences is cardinal to any statistical and chance question. It includes: construing chances when measuring the likeliness of a peculiar result comparing distributions and doing illations looking at informations to happen forms and exclusions sing the effects of alterations to the informations ( e.g. taking outliers, adding points, doing relative alterations ) appreciating why the readings placed on informations have a grade of uncertainness and can be misdirecting Appreciating converting statements, but cognizing that these do non represent cogent evidence. Communicating and reflecting: Effective communicating and contemplation is of peculiar relevancy in statistics. It includes: fixing a brief study of a Probability question, utilizing tabular arraies, tree diagrams, etc to summarize informations and support readings and illations drawn from the informations utilizing precise linguistic communication to summarize cardinal characteristics pertinent to the speculations raised showing support for decisions in a scope of convincing signifiers showing a balanced decision where consequences are non converting Sing alternate attacks if consequences do non supply sufficient groundsRange and content:All my four chapters begin with usage of an empty figure line, and develop the construct of puting events on a graduated table along this line. I would wish to observe that there is a wholly separate, but no less interesting, narrative environing the advantages of utilizing a figure line to assist pupils form cardinal apprehension of graduated table and an thought of topographic point. In old ages 7 and 8 there is an accent on the linguistic communication of chance ( as mentioned earlier ) , and evidently there is a differing degree of complexness to the inquiries covered in each book, but basically we see a go oning metaphor and consistent type of inquiry. The basic paradigms of picking cards from a battalion and rolled die are used in all three books, and we see a gradual displacement towards jobs with more than one variable. Until twelvemonth 9 there is accent on the fact that a chance graduat ed table runs from 0 to 1, and work continues on use of simple fractions, whilst the twelvemonth 9 book assumes such cognition and moves into sing comparative frequence therefore associating back to discernible statistics. This seems critical to me, as we need to promote the inquiring of, and trying to understand, consequences, and I would possibly hold liked it to hold been included earlier. Finally, in old ages 8 and 9 students are expected to do usage of sample infinite diagrams, therefore supplying another graphical word picture of the chances of given results. Give students a choice of statements on cards and inquire them to sequence on a chance continuum such as this Sequencing events harmonizing to their chance can reenforce the utility of the chance line every bit good as stimulating treatment about the comparative opportunity of different events. The chance of acquiring at least one six when two dies are thrown The chance of acquiring a multiple of 3 when one die is thrown The chance of acquiring a tail and two caputs when three coins are flippedImpossible Unlikely Likely Certain0 1 The undertaking gives pattern in measuring an consciousness of the results which are possible in each context. Students may take to cipher or may wish to exemplify some of the results. Either will assist to warrant their ranking of the events relative to one another. We are sometimes expected to appreciate the opportunity of one event relation to the opportunity of another, rather different event, for illustration, ‘You are more likely to decease traversing the route thanaˆÂ ¦ ‘ Matching Associating different fortunes to a given chance is an activity based around the figure and coloring material of otherwise indistinguishable counters in a bag. This engages students in working out the possible figure and scope of colors of counters in a bag given a certain chance such as those shown below. Initially the work is in braces traveling to larger groups to portion thought. P ( Red ) = A? P ( Red ) = 1/2 and P ( Blue ) = A? P ( Red ) = 1/2 and P ( Blue ) = 1/4 P ( Blue ) = P ( Green ) P ( Blue ) = P ( Red ) and P ( Green ) = 1/2 P ( Red or Green ) = 2/5 P ( Yellow ) = 1/2 and there are 6 ruddy counters P ( Red ) = 3/7 and P ( Green ) = 1/3 P ( Green ) = 1/4 and there are at least 8 xanthous counters Together students should seek to happen as many ways as they can of reacting to the undertaking, discoursing consequences as a whole category with students taking on a critical function to spot similarities and differences between the solutions and to infer the of import characteristics of the counters in the bag in order to fulfill the given chance. In other words, the joint thought gives them the chance to generalize the solutions. To simplify the undertaking, the figure of possible colorss could be limited. To widen it, see giving the chance of an event non happening, for illustration P ( non Red ) = A? P ( Pink ) = 1/5 and there are 4 different colorss Which chair: trees to grouping subdivisions. This is a simple scenario which produces some unexpected consequences and so promotes farther believing about ciphering combinations of results. One student sits on the in-between chair of a row of seven: an indifferent coin is flipped a caput means move one chair to the left a tail means move one chair to the right. Repeat the procedure twice more. Pupils work in braces to reply the inquiry: How many of the chairs is it possible to complete on after the three somersaults of the coin? A ‘tree diagram ‘ could be used to construct on the motion and visual image to place all possible sets of motion. It is interesting to discourse with students how the two signifiers of diagram both illustrate different facets of the job ; see Resource sheet: Which chair? on page 67. The ability to happen and enter all possible results for consecutive events or a combination of two or more experiments is indispensable if students are to understand, happen and utilize chances or estimations for chances in more complex state of affairssUsing a chance factTwo bags A and B contain indistinguishable coloured regular hexahedrons. Each bag has the same figure of regular hexahedrons in it. An experiment consists of taking one regular hexahedron from the bag. The chance of taking a ruddy regular hexahedron from bag A is 0.5. The chance of taking a ruddy regular hexahedron from bag B is 0.2. All the regular hexahedrons are put in an empty new bag. What is the chance of taking a ruddy regular hexahedron out of the new bag? Students should separately compose down a ‘gut ‘ response and so compare their replies in little groups. The usage of specific illustrations to reply the above will be utile but students need to portion these and be encouraged to generalize. What happens if the chance of picking a ruddy regular hexahedron is the same for both bags? What happens if you change the chance of picking a ruddy regular hexahedron from each bag? What happens if you change the figure of ruddy regular hexahedrons in one bag? In both bags? All phases of this job demand that pupils place the facts environing a state of affairs. It has the possible to uncover misconceptions around chances of related events and offers the chance to generalize an result where the intuitive response is frequently wrong.Personal Learning and Thinking Skills ( PLTS ) :The Leading in larning programme has been developed as portion of the National Strategies Secondary support for whole-school betterment. My strategy of work is intentionally structured so that students look beyond capable confines to believing and larning more by and large. There is a focal point on specific believing abilities and to promote systematic development of believing accomplishments and transportation of larning across topics and to other facets of students ‘ lives. A cardinal apprehension of chance makes it likely to understand everything from bowling norms in cricket to the conditions study or your opportunities of being affected by snow! Probability is a important country in mathematics because the chance of Particular events go oning or non go oning can be critical to us in the existent universe. Today the Probability theory used to do intelligent determinations in economic sciences, Management, Operation Research, Sociology, Psychology, Astronomy, Physics, Engineering, and Genetics where hazards and uncertainness are involved to pull a decision about the likeliness of events or values. Here are given some illustrations of chance: – What are the opportunities that England Cricket squad will win the series? A A What is the Probability that it will rain tomorrow? What is the chance about stableness in Gas monetary values in following month? Planing for inclusion: Show how your strategy of work programs for inclusionvitamin E ) AppraisalWith Increased attending being paid to the consequences of national trial and external scrutiny statistics being published to measure the public presentation of schools, the possible value of appraisal for student is frequently overlooked. All excessively frequently assessment is seen as an impersonal, formal procedure which is done to students. Their advancement is measured, attributed a class or mark, and this is so reported to others the appraisal procedure appears to hold small value for the pupils themselves. However, if appraisal is to heighten larning so its formative intents must be emphasized. The students need to appreciate how the appraisal may lend to their acquisition and go involved in moving on the information which the appraisal has provided. My chief concern in measuring my students ‘ acquisition was the advancement of my efficaciousness in learning the subject. My appraisal, hence, needed to be effectual and consistent with the outlooks of student acquisition. Therefore Is have chosen formative appraisal as this would better kids ‘s acquisition. â€Å" The alone characteristic of formative appraisal is that the assessment information is used by both teacher and students to amend their work in order to do it more efficient. There is small point in roll uping information unless it can be acted upon, and since assessment information is certain to uncover heterogeneousness in the acquisition demands of a category, the action needed must include some signifier of differentiated instruction. † ( Professor Paul Black, 1995 ) My formative appraisal of my students ‘ advancement would include: Appraisal of descriptions and accounts given by students in both unwritten and written work. The medium for this appraisal would include mental maths, inquiries in category, category exercisings, prep and Plenary. Homework was set every Friday and collected in on Monday. As Tanner and Jones reference â€Å" Teachers appraisal of pupils work is basically an on-going and informal activity dwelling of inquiring inquiries, detecting activities or measuring advancement. For such appraisal to be formative there must be feedback into the learning procedure. † Therefore all the prep books were marked and given feedback on: A class, harmonizing to schools prep marker policy A general remark ( e.g. ‘untidy work ‘ ) An direction ( e.g. , ‘show your workings ‘ ) A specific marks which indicates what needs to be done following in order to better ( e.g. , ‘revise your 8x tabular array ‘ ; ) Correction of mistakes ( e.g. , in computation, spelling, method ) 2. Appraisals of single ‘s public presentation in pair/group work or whole category activities or treatment. This would be assessed harmonizing to: a ) Shared communicating which reflects student ‘s assurance with chance B ) Understanding of the job which reflects on the degree of the work ( utilizing traffic light signal ) degree Celsius ) Working on undertaking – which may be subjective by the propensity of my activities vitamin D ) Communication – utilizing linguistic communication of chance vitamin E ) Attitudes – which may be influenced by the context of the job The model for my formative appraisal was based on appraisal schemes adopted by the APU. I had considered merely those schemes which I thought would reassign easy into the schoolroom for naming or measuring the accomplishment of single students.

Essay about social medias Essay

In this essay we hear about Roger Scruton’s thoughts on social Medias. Most of his opinions on social Medias are negative, and only a few things are positive. He doesn’t think that this is how we should live our lives, and I agree completely. But we also have to look at the positive things. For instance think about how amazing it is to communicate with another person on the other side of the world. We learn new cultures much faster, and can communicate with people in other countries. One of my examples is something I have experienced in real life: About 5 years ago I met a Chinese boy in a hotel in Phuket, Thailand. We became good friends and enjoyed each other’s company for two weeks during our vacation. Just before I had to go home, I got his Email address, and within a week we could talk through MSN (Microsoft Messenger). This is what I think is amazing about social medias, and I think Roger Scruton has left out some of these advantages in his article. We just have to take small cautious steps, so we can discover new things, and new ways to communicate without ruining the normal social way to communicate face to face. It is important to remember that through a computer- screen you cannot see each other’s feelings and always understand the other persons reactions. When communicating through a computer, it is very important that you trust the person whom you are communicating with, and it is difficult to count on/ and believe in someone who is sitting on the other side of the grid, instead of sitting face to face with the person. And then again†¦. Big companies would never be able to expand as fast as they do today without the Internet. Big business deals can be signed from the vest to china and back, and we have the amazing industrial development, which we never would be able to have without grid and the on-line communication. Sometimes people just have to take a step back and but their phones and computers in the drawer and go out and meet people. Last week we were with the new beginner classes from Knord on an introduction tour. We stayed in a house south of Kà ¸ge with no internet or connection to the online net. It was amazing to see how desperate people were. Even I was running around each day to get net, and our teachers complained. Adult with 30- 40 years of experience wanted Internet so desperately. If people get that desperate and addicted to the internet it has certainly taken over our world. Sometimes things can be too virtual, and here we have to be careful. Virtual sex, virtual dates and virtual shopping is dangerous, because when we keep on being in the virtual world, one day we will not be able to see the difference between this and the real world. As Roger says in the article that real life involves taking risks, it helps in times needed, being joyful in times of celebrating together. This is what makes us special. Communication through body language, sounds and language is what makes the difference to the virtual world. We will never be able to have the same feelings and emotions through a screen, and because of that we have to make a distance to the grid. We should use it as a tool and not as a second chance in the world, were we can hide in our rooms and still communicate with everybody.

The Increasing Need for Authentic Reading Texts in ELT Classrooms Essay

The Increasing Need for Authentic Reading Texts in ELT Classrooms - Essay Example By working on a "living" language as used by the community, this could give learners the feeling that they are in touch with reality and thus increase their motivation for learning. For this reason, more and more authentic texts are being incorporated into the materials used for English language teaching to close the gap between pedagogic texts and the real world. Authentic texts, being culled from day-to-day living, may appeal to students as relevant and interesting and thus serve to increase their motivation to learn. Hence, text authenticity has become popular as part of the current orthodoxy in ELT, its relevance considered especially high in the communicative exercises. In this essay, we shall discuss the rationale, advantages and benefits of authentic text, including the problems that may arise from its use. Together with the reasons for its increasing use in the classroom, we will also explore the factors that may dash its effective use, how the materials are actually taught a nd the different contexts and requirements for a successful teaching of such authentic materials. For the past 15 years, the conviction grew among applied linguists and those who design ELT texts that language teaching involves not only an immersion in its grammar but also how grammar is used in the business of actual everyday communication (Widdowson, H., 1979). Language teaching, in this view, will not go far if it seeks to develop only the student's grammatical competence without paying heed to his communicative ability. For language study to be productive, the language experiences must engage the thoughts and minds of students. This gave impetus to the development and increasing use of authentic text, which brings real communication into the classroom (Nunan, D., 1985). This arose out of the need to shift our attention away from an almost exclusive concentration on grammatical competence and give equal attention to communicative competence (Widdowson, H., 1979), because knowledge of language involves both. Authentic text is seen as an effective tool to provide communicative competence. But for this to happen, English teaching must be presented as authentic enough to serve as a "door to a whole new world of possibilities, career or otherwise, be it in the business world or other sectors (Nunan, D., 2004)."Clayton, Fomo defines authentic texts as "genuine samples of language in use," which are not produced specifically for the purpose of language teaching. This text, sometimes spoken and sometimes written, simulates and uses the language of the real world, which is adapted in the classroom for its relevance to the students' social milieu. The objective is to develop the students' language skills for the real world, and bridge the gap between classroom knowledge and the students' capacity to participate in real-life events. Exposing students to the language of the real world will help them acquire "an effective receptive competence in the target language (Guariento, W. & Morley, J., 2001)." Samples of authentic text, which are described as forms of "genuine and less formal" English, are offered in the volume Cambridge Skills for Fluency: Listening Series (1998). Such a text could be anything from newspaper clippings to flyers promoting a

Dystopian text - 1984 and v for vendetta Essay Example | Topics and Well Written Essays - 1000 words

Dystopian text - 1984 and v for vendetta - Essay Example The two were written at different times, the novel in 1984 and the movie occurs after 2010 though it was released in 2005 (Overeem 23). The perspectives of the two are the rights of England citizens which have been reduced and their activities watched very closely by a government which is very powerful. There are various similarities and differences between the two and the first similarity lies in the theme of government and bureaucracy. The two depicts a powerful government that is almost totalitarian where one individual is the leader. In the novel, the individual is known as big brother (Beshore and Keller 45). His picture is quite visible on posters all over London. Orwell indicates that the posters are colored and too large for the overall indoor display. In the film, v for vendetta, Chancellor Adam sutler is the leader who is hungry for power. He is depicted as a religious fanatic and uses his position to control the people in England. The similarity in the two is that the two governments are represented by a single powerful leader who all the others report to. However, in 1984, there is the uncertainty in the existence of the leader big brother. According to the author, the issue of whether he is alive, dead or even if he ever existed is uncertain since no one knows his whereabouts. This is different in the film since chancellor Sutler is shown in various episodes of the film. He is therefore known and people are certain about his living throughout the course of the events. To begin with people, let us look at the government and bureaucracy as presented by Orwell in 1984 (Peters 34). There is question as to whether he is able to provide a good vision on to the issue of government and bureaucracy or whether his political perspectives are limited. He equated the phenomenon of bureaucracy with the totalitarian states that had overt repressions in the political arena. According to him, a centralized government represented more power for the

Success Factors Affecting the Spread of E-commerce Worldwide Research Paper

Success Factors Affecting the Spread of E-commerce Worldwide - Research Paper Example E-commerce involves different transactions that are business-to-business, business-to-customer, and customer-to-customer (B2B, B2C, and C2C respectively) (Khosrowpour, pp. 21-25, 2004). With all such transactions, e-commerce is â€Å"the sharing of business information, maintaining business relationships and conducting business transactions using computers interconnected by a telecommunication system† (Fingar et al, 22-26, 2000). In this regard, nowadays, business organizations are profoundly relying on the platform of e-commerce to carry out their business activities; however, some critical or key success factors are playing a crucial role in the spread and success of e-commerce globally that will be the major focus of this paper. However, before stepping into the discussion of success factors of e-commerce, it is very imperative to understand the basics of e-commerce, and this will be possible with a basic understanding of different transactions encompassing the arena of e-c ommerce. From this aspect, bookshop was the first form of B2C application in the e-commerce that involved internet as a platform to sell books that gave an opportunity to the book suppliers to avoid physical stockings of the books, and it gave added-value facility to the book lovers to browse and buy the books without walking up to the bookstores. Another example of B2C is railway reservation applications that have become a fundamental need of railway companies to sell their tickets on the internet. Besides B2C, E-Bay is the best example of C2C e-commerce that involves two stakeholders (buyer/seller); however, until now, C2C has been limited mostly to second-hand items, paintings, and antique items in which, two individuals carry out the buying and selling process with the help of a third party that facilitates the business activity. Last, but the most important form of e-commerce is B2B that constitutes the major share of e-commerce, and has been enjoying significant importance since the emergence of e-commerce globally.

Martin luther in germany Essay Example | Topics and Well Written Essays - 250 words

Martin luther in germany - Essay Example But he was not confined to lecturing at the University and was invited to preach in the Parish Church, where his preaching became highly influential. His disillusionment with the Pope followed his short visit to Rome in 1510 (Broome, 5) which became reflected in his preachings. In 1512 Luther was made a Doctor of Divinity at Wittenberg University, and in 1516, he was asked to preach the Gospel as was the truth to him, in a large number of monasteries in the Thuringian area. Luther condemned the Catholic Church’s collection of Papal Indulgences in 1517, (Bainton, 35) and his works against Papal ideology, including his 95 Theses, resulted in his excommunication from the Church in 1521. Following his appearance before the Diet of Worms, and the ban on placed on Luther’s works, Luther was hidden behind the secure walls of Wartburg Castle. At Wartburg, Luther continued his prolific writing and continued to influence the reformation occurring in the Church in Wittenberg retur ning to Wittenberg in March 1522. On 25th June 1525, Luther married a former nun, Katherina Von Bara and together they had 6 children. The Luther household was in the Augustinian monastery in Wittenberg and also included Luther’s sister’s 6 children. From there, Lucas continued his reformation against the Papal doctrines through his preaching and writing. Martin Luther died on 18th February 1546 in his home-town of Eisleben during a visit accompanied by his 3 sons

The Beatles and drugs Essay Example | Topics and Well Written Essays - 2500 words

The Beatles and drugs - Essay Example This change however was not only affecting Britain but the rest of foreign countries in their music and exposing them to new ways of life. It is then argumentative and controversial as to whether the Beatles made positive or negative changes to the lives of Britons in the period. It is in this essay, therefore, that we shall figure out this by focusing on various influences the Beatles had on music and life of the people of Britain. The Beatles are known to have had a great influence in the 1960s, to the British society through a unique music they composed and sang. The existing and growth of rock and roll, for instance, is highly attributed to them as they are the very first band that came up with a musical style. Rock and roll style became quite useful during the years of war, 1939- 1945. Through the Beatles, it called for people to exercise patriotism and reunite with soldiers to make the existing situation better (Gammond & Peter, 1993). One of the singers of these times of war was Vera Lynn, with her songs like: The White Cliffs of Dover and Well Meet Again bringing her to fame in Britain, during the period. The pre-rock and roll era in Britain is, therefore, said to have existed in the 1940s and 50s. Frankie Vaughan and Dickie Valentine were the solo singers who dominated the music industry, with the musical tunes they had borrowed from the Beatles. A big difference is clear between the music of the pre-B eatle era and that of the Beatles onwards. The Pre- Beatle era, for instance, was less modernized and quite unproductive time for music in Britain. Times however became better in the following years where the Beatle band began and consequent ones, as music then began moving to the desired direction. Following the rock and roll era was the rhythm and blues music; which was determined to take over the Beatles, who had already taken the music industry by storm. It was through

Qualified Teaching Essay Example | Topics and Well Written Essays - 500 words

Qualified Teaching - Essay Example Training to be teachers is imparted in colleges so the teachers are better prepared to face students the whole year round. However, now not all teachers are qualified. They may be graduates in different spheres of work areas. But nowadays, teachers abound in the area of their profession. An engineer could switch over to teaching science and mathematics. An accountant could start all over as teacher of economics, statistics, and accounts. Â  Let us take the case of a teacher who specializes in teaching English as a Second Language (ESL). In the beginning, it will be difficult to fathom the method or syllabus to be used for teaching the language. Actually, there will be no need for elaborate textbooks. It is possible to make do with one textbook and one grammar book. There is also need for a textbook that has basics as well as some exposure to the advanced language. It is necessary to build a method. There will be students from diverse backgrounds. And each student will have his and her own knowledge level in the language to work from. It is necessary to go through several books on the subject. Finally, the teacher settles to one conversational textbook and a grammar textbook. Â  It is good if the conversational textbook has more information in it that needed. But it must be simple and clear in its presentation, and the first half of the book must consist of the needed texts. The other half must be exercises in conversational practice which the students could handle on their own and only revert to the tutor for portions they do not understand. The grammar textbooks used in the fifth to seventh grades serve the purpose of teaching grammar. They covered the complete grammar portion. Â  Knowledge is the key ingredient in ESL. It is easy to teach ESL among non-graduates or undergraduates.

The Caribbean People Essay Example for Free

The Caribbean People Essay Saladoid culture is a pre-columbian indigenous culture of Venezuela and the Caribbean that flourished from 500 BCE to 545 CE. [1] This culture is thought to have originated at the lower Orinoco River near the modern settlements of Saladero and Barrancas in Venezuela. Seafaring people from the lowland region of the Orinoco River of South America migrated into and established settlements in the Lesser Antilles, Puerto Rico, and Hispaniola. [1] They displaced the pre-ceramic Ortoiroid culture. As a horticultural people, they initially occupied wetter and more fertile islands that best accommodated their needs. These Indigenous peoples of the Americas were an Arawak-speaking culture. Between 500-280 BCE, they immigrated into Puerto Rico and the Lesser Antilles, eventually making up a large portion of what was to become a single Caribbean culture. [edit]Culture Saladoid people are characterized by agriculture, ceramic production, and sedentary settlements. [1] Their unique and highly decorated pottery has enabled archaeologists to recognize their sites and to determine their places of origin. Saladoid ceramics include zoomorphic effigy vessels, incense burners, platters, trays, jars, bowls with strap handles, and bell-shaped containers. The red pottery was painted with white, orange, and black slips. [1] Distinctive Saladoid artifacts are stone pendants, shaped like raptors from South America. These were made from a range of exotic materials, including such as carnelian, turquoise, lapis lazuli, amethyst, crystal quartz, jasper-chalcedony, and fossilized wood. These were traded through the Great and Lesser Antilles and the South American mainland, until 600 CE. [1] The Taino of the Greater Antilles represented the last stage of the Ostionoid cultural tradition. By about AD 1100-1200, the Ostionoid people of Hispaniola lived in a wider and more diverse geographic area than did their predecessors; their villages were larger and more formally arranged, farming was intensified, and a distinctive material culture developed. They developed rich and vibrant ritual and artistic traditions that are revealed in Taino craftsmanship in using bone, shell, stone wood and other media. Social stratification is thought to have become more pronounced and rigid during this period as well. This stage of intensification and elaboration after AD 1100 is known as Taino. The Taino people, as characterized by archaeologists, were not a unified society, and have been categorized into subdivisions according to the degree of elaboration in their artistic and social expression. The Central or Classic Tainos are identified with the most complex and intensive traditions, and are represented archaeologically by Chican-Ostionoid† material culture. They occupied much of Hispaniola, including En Bas Saline. The â€Å"Western† Taino occupied central Cuba, Jamaica, and parts of Hispaniola, and , are also associated archaeologically with the Ostionoid-Meillacan material tradition. The Lucayan Taino lived in the Bahamas, and the â€Å"Eastern† Taino are thought to have lived in regions of the Virgin Islands and the Leeward Islands of the Lesser Antilles. As many archaeologists have emphasized, however, the Taino were but one of the recognizable cultural groups in the Caribbean at the time of contact. They co-existed and interacted with other Ostionan peoples and perhaps even Saladoid-influenced Archaic peoples, such as the Guanahatabey of Cuba and the Caribs of the Lesser Antilles.

Ideological Messages in Film: The Blindside

Ideological Messages in Film: The Blindside Select a television drama or a film. Using relevant terms and concepts derived from genre analysis, narrative analysis, critical discourse analysis, semiotic analysis, or auteur analysis (you may use any or all of these methods), show how your chosen text constructs ideological messages. You must use secondary readings to support your analysis and include an APA bibliography at the end of your essay. Do not choose a television drama or a film covered in class. This essay will use a variety of different methods of analysis to show how the film The Blind Side constructs ideological messages. The film The Blind Side depicts the struggle of a Black American man to assimilate as part of a predominantly white American society. Michael Oher, the main protagonist presents the idea from the outset regarding how a black man experiences maltreatment and discriminative treatment from the white community, something that appears as a common trend in American mainstream ideologies. The film is hugely responsible for the deconstruction of the traditional perceptions, through the presentation of the Tuohy family creating alternative ideologies to dispel them. A persons ideology makes the culture more informed and therefore better adapted to make a judgement. Ideology differs from culture, in that it adds a political dimension to the discussion on culture. It suggests that relations of power shape the cultural and ideological landscape. (Storey, 2009). The Tuohys ideology is vastly different from the standard culture of the society. Because they play an influential role in the community, they have the audacity have to express their ideologies. It is hard in the beginning to show their different point of view, but they win the battle against their adversaries because Michael shows that he is different from the stereotypic character of a Black American. The ideology created here is formed mainly of concepts surrounding power, and this produces a platform for the prejudice to be dismissed. In this movie, the director shows how White Americans like the Tuohy family accept Michael for who he is. The ideological message portrayed is that he Is of an equal ability and have a right to the same right to the principles upheld by the family. The Tuohys become Michaels enduring guide as he makes a vast transformation, obtaining social acceptance, and involvement. From this sense, it can be perceived that Hancocks film depicts an ideology as it emphasizes the different issues of the society such as racism and cultural interaction, and how these are being dispelled by gracious acts from an unexpected source. Throughout the discussion of Michaels life, the film is depicted with flashbacks to contrast his past life from the current occurrences. In many cases such as the depiction of Michaels mother, these create ideological themes, enabling the audience to follow the wider story as it progresses. They are also vitally important details that help establish the main characters personality, through his protective and instinctive natures. The ideologies this creates are solely to gain and obtain an emotive engagement from the audience, giving context of the misfortunes he has undergone and the transformation he is now making. The film depicts the dilemma of Black Americans and integration into a White American family, and this ultimately provides this moral dilemma. Regardless of the magnitude of the gesture, the family are still going to be judged heavily for their kindness. The director, however, presents the the moral undertaking in a positive light throughout the film. Although negativity is presented, it is always eliminated. This ideological message portrays them as holding a hugely controversial moral standpoint. The large majority of the people actively looking to adopt in this country are white and for the most part they want white children, at least initially. (Bartholet, 1991) However, the ideology of repulsion is presented as a conflict of the film, within the Tuohys social surroundings. Since the socialite family are instrumental individuals, because of their wealth and notoriety people around them think that adopting Michael taints their good reputation. This is one of the major battles presented of the film as they choose between self-preservation and their controversial moral standpoint. Blacks are purposely portrayed in films with negative stereotypes that reinforced white supremacy over them. This has had a tremendous effect on our view of blacks since motion pictures have had more of an impact on the public mind than any other entertainment medium in the last ninety years. (Sampson, 1995) The contradictory theme in this, is that he is presented honourably, promoting his abilities rather than his skin colour. The further ideological messages of racism are made within the within the classroom. According to John Storey (2009), race and racism are not natural or inevitable phenomena; they have a history and are a result of human actions and interactions. He additionally is subject to discriminatory behaviour inside his classroom. His teacher demonstrates a recognition of his differences from the other more able students. It is a form of stereotype that the media continues to express towards its audience, in this case through subtle hints at his poor intellectual capacity. Another ideological construction that exists in this film is the socialites and the significance of their lifestyle in his transformation. This ideology shows the contrast of how a wealthy white woman is perceived in comparison to Michael and his inability to fend for himself due to his disadvantaged background. (Sorey, 2012) explains that the social construction of culture, and culture as a particular way of life, or expression of this particular way of living helps us to establish an understanding of the shared values of a group or class of people. Being a wealthy, successful independent woman she is perceived as being of a high social order and highly intellectual. She is described as a flawless and sophisticated character that has special abilities and an exceptional eye for taste when it comes to her personal needs. Culture also plays an important role in establishing ideologies in the film. People have different culture, but through cultural relativism, they become connected. There is no doubt that cultures differ in substantial ways, and that these differences have substantial psychological effects on the members of the culture. (Rozin, 2003) The Tuohys acknowledge Michaels cultural differences even though his social and family background seems improper because it contains imperfections. This message shows the Tuohys have a specific set of moral values. They believe that Black Americans are unacceptable within their community or surroundings because they are the root of negativities in the community. The Tuohys do not change this norm, but they create their own values by accepting Michael and believe in him and his capabilities as a person. Bibliography Bartholet, E. (1991) Where do black children belong? The politics of race matching in adoption, University of Pennsylvania Law Review, 139(5), p. 1163. doi: 10.2307/3312364. Lam, E.R. and Szekely, K.S. (1987) Blacks in television: A selective, annotated bibliography, Journal of Popular Film and Television, 14(4), pp. 176-183. doi: 10.1080/01956051.1987.9944224. PORTRAYAL OF MINORITIES IN THE FILM, MEDIA AND ENTERTAINMENT INDUSTRIES (1998) Available at: https://web.stanford.edu/class/e297c/poverty_prejudice/mediarace/portrayal.htm (Accessed: 24 February 2017). Rozin, P. (2003) Five potential principles for understanding cultural differences in relation to individual differences, Journal of Research in Personality, 37(4), pp. 273-283. doi: 10.1016/s0092-6566(02)00566-4. Sampson, H.T. (1995) Blacks in black and white: A source book on black films. 2nd edn. New York, NY, United States: The Scarecrow Press. Storey, J.W. (2009) Cultural theory and popular culture: An introduction (5th edition). 5th edn. Harlow, England: Pearson Longman. Storey, J.W. (2012) Cultural theory and popular culture: An introduction (6th edition). 6th edn. Harlow, England: Pearson.

A Critical Analysis Of The Constructivism Method Politics Essay

A Critical Analysis Of The Constructivism Method Politics Essay This essay attempts to provide an overview of constructivism in international relations theory; traces back its origins through writings of some scholars ,particularly Alexander Wendt . It sheds light on prominence of constructivism as a challenger to the mainstream international relations. It first lays out the basic tenets of constructivism and examines their implications on opening new substantive areas to inquiry, such as the roles of gender and ethnicity, which have been largely absent from international relations approaches. Having defined some of the core features of constructivism as an approach, the article examines constructivism as theory . This will be conducted through applying theory functions on constructivism. In addition , the essay shows some of the critiques of constructivism from realist and post-positivist point views. Finally . It concludes with the fact that constructivism is not independent and full-fledged theory but a theoretically informed approach to the study of global politics. Key words: constructivism, ideas, identity, norms, culture, beliefs, social construction anarchy. Constructivism provides a good method, but a poor theory. Discuss. Until the dissolution of the Soviet Union, the debate between Neo-realism and Neo-liberalism has dominated the discipline of International Relations; materialism was the building blocks of mainstream international theory. For neo-realists, the principal determinant of state behaviour is the distribution of military capabilities among states, consequently anarchy and the distribution of relative power drive most of what goes on in world politics. (Copeland 2000:187) .Neo-liberals also saw state interests as essentially material, even if they did posit the importance of international institutions as intervening variables.( Rues-Smit 2001:224). Thus, societal analysis in international relations scholarship has been marginalised. In the late 1980s and early 1990s, the writings of Alexender Wendt (1987, 1992), Friedrich Kratochwil (1989) and Nicholas Onuf (1989) established constructivist ideas, a genuinely radical alternative to conventional IR. Although a relatively new approach to IR, constructivism has returned international scholars to the foundational questions, including the nature of the state and the concepts of sovereignty and citizenship. In addition, constructivism has opened new substantive areas to inquiry, such as the roles of gender and ethnicity, which have been largely absent from international relations approaches. (Mingst 20004:74) By reimagining the social as a constitutive realm of values and practices, and by situating individual identities within such a field, constructivists have placed sociological inquiry back at the centre of the discipline. Aided by the momentous changes that attended the end of the Cold War, and also by the ongoing process of globalization, the constructivists interest in the particularities of culture, identity, interest and experience created space for renaissance in the study of history and world politics. .( Rues-Smit 2001:226) Constructivism as an approach Constructivism is about human consciousness and its role in international life (Ruggie 1998). Constructivists focus on the role of ideas, norms, knowledge, culture, and argument in politics, stressing in particular the role of collectively held or intersubjective ideas and understandings on social life. Specifically, constructivism is an approach to social analysis that asserts the following: (1) human interaction is shaped primarily by ideational factors, not simply material ones; (2) the most important ideational factors are widely shared or intersubjective beliefs, which are not reducible to individuals; and (3) these shared beliefs construct the interests and identities of purposive actors (Adler 1997, Price Reus-Smit 1998, Ruggie 1998, Wendt 1999). The core observation in constructivism is the social construction of reality. This has a number of related elements. One is to emphasize the socially constructed nature of actors and their identities and interests. Instead of assuming that actors are born outside of and prior to society, the claim is that individuals are produced and created by their cultural environment. Nurture not nature. (Branett 2001 : 259). In an of-repeated phrase, Alexander Wendt captured the methodological core of IR constructivism: anarchy is what states make of it. There is no objective international world apart from the practices and institutions that states arrange among themselves. In making that statement , Wendt argues that a self-help anarchy is not some kind of external given which dictates a logic of analysis based on realism: self-help and power politics are institutions ,not essential features of anarchy'(Wendt 1992:395) ,(Jackson Sorensen 1999:239) Alexander Wendt argues that political structure, whether one of anarchy or particular distribution of material capabilities, explain nothing. It tells us little about state behaviour : It does not predict whether two states will be friend or foes, will recognize each others sovereignty ,will have dynastic ties, will have revisionist or status quo powers, and so on. (Wendt 1992:395) . What we need to know is identity, and identities change as a result of cooperative behaviour and learning. Whether the system is anarchic depends on the distribution of identities, not the distribution of military capabilities, as the realist would have us believe. If a state identifies with itself, then the system may be anarchic. If a state identifies with other states, then there is no anarchy (.(Mingst 20004:75) A security dilemma , for example , is not merely made up of the fact that two sovereign states possess nuclear weapons. It also depends on how those states view each other; that view is based on shared knowledge. ,(Jackson Sorensen1999:238) In a constructivist analysis, agents and structures are mutually constituted; structures not only constrain actors, they also shape the identities and the interests of them. Thus structures are also defined by ideas, norms, and rules; in other words, structures contain normative and material elements. The challenge, therefore, is to recognize that the normative structure can create agents and that agents can create and possibly transform those structures. (Branett 2001 : 255). According to Alder , constructivisms importance and its added value for the study of international relations lie mainly in its emphasis on the ontological reality of intersubjective knowledge and on the epistemological and methodological implications of this realty. ( Alder1997:322) . Additionally , power can be understood not only as the ability of one actor to do what they would not to do otherwise , but also as the production of identities and interests that limit the ability to control their life. In sum , the meanings that actors bring to their activities are shaped by the underlying culture, and meanings are not always fixed but are a central feature of politics. Constructivism as a theory However, despite of the intellectual vigour that constructivism has fostered, this approach has been criticized. John Mersheimer complains that constructivists put too much emphasis on subjective ideas knowledge: realists believe that the state behaviour is largely shaped by the material structure of the international system. The distribution of material capabilities among states is the key factor for understanding world politics. This means that everything is not uncertain or in flux, says Mersheimer, because the material structure is an objective reality and is not merely intersubjective. (Mearsheimer 1995a:91-92). Although constructivism is deeply concerned with radically changing state behaviour, it says little about how change comes about. It does not tell us why particular discourses become dominant, and others fall by the wayside. And when constructivism trys to point out particular factors that lead to changes in discourse, often argues that material changes drive changes in discourse. So discourse is not determinative , but a reflective of developments in objective world..( Mearsheimer 1995b :42 ). In addition, neo-realists are sceptical about the importance that constructivists attach to norms, in particular international norms. Such norms surely exist, but they are routinely disregarded if that is in the interest of powerful states.( Jackson 2006 ). Moreover, there is no international consensus concerning norms of behaviour in the international system, primary of which is justice and human rights. At the same time, neo-realists are not ready to accept that states can easily become friends due to their social interaction. Such a goal may be desirable in principle, but not realizable in practice, because the structure of the international system forces states to behave as egoists. Anarchy, offensive capabilities, and uncertain intentions combine to leave states with little choice but to compete aggressively with each other. For realists, trying to infuse states with communitarian norms is a hopeless cause (Mearsheimer 1995b: 367). From the post-positivist side, Steve Smith argues that the constructivist view of how ideas and shared knowledge shape the way the actors see themselves in world politics is not sufficiently profound. Furthermore, the constructivist agenda is a rather traditional one, focusing on the interaction of states .There is no place for structure such as capitalism or patriarchy. (Smith 1997:186) Finally, if, as constructivists claim, there is no objective reality . if the world is in the eye of the beholder , then there can be no right or wrong answers , only individual perspectives. With no authoritative texts, all texts are equally valid both the musings of the elite and the practices of everyday men and women. (Mingst 20004:76) Is it a theory? A theory is a based upon a hypothesis and backed by evidence; it presents a concept or idea that is testable. In science, a theory is not merely a guess. A theory is a fact-based framework for describing a phenomenon. In social sciences, theories are used to provide a model for understanding human thoughts, emotions, and behaviours. A social theory has two key components: (1) it must describe behaviour and (2) make predictions about future behaviours. To evaluate a theory, we must verify many conditions: 1- Generalizability: applicability to many times, places, and issues. 2-Empirical validity: accuracy of predictions. 3-Progression: whether it expands to new predictions or degenerates by excessive modification. If we apply these conditions to constructivism, we will find that constructivism is neither specific enough to be testable, nor parsimonious. And it is unclear what factors are cause nor which are effect. It does not prize deductive methods of theory-construction and does not seek to uncover causalities. ( Ruggie, 1998, 52) Constructivism is a different kind of theory from realism, liberalism, or Marxism and operates at a different level of abstraction. Constructivism is not a substantive theory of politics. It is a social theory that makes claims about the nature of social life and social change; consequently it does not, by itself, produce specific predictions about political outcomes that one could test in social science research. (Finnemore Sikkink 2001:393) As such, it is much more and much less than meets the eye. It is much less because it is not properly a theory that can be viewed as a rival to already existing theories. It offers no predictions about enduring regularities or tendencies in world politics. Instead, it suggests how to investigate them. Consequently, it is much more than meets the eye because if offers alternative ways of thinking about a range of issues. (Branett 2001 : 268) However, the debate about basic theory is of course relevant for the constructivist ambition of demonstrating that ideas matter. How exactly is it that ideas matter? Do changes in ideas always come before changes in material conditions? Do ideas guide policy or are they justifications for policy? Should ideas be seen as causes of behaviour in IR or should they rather be seen as constitutive elements that define what IR is all about? Further clarification in these areas is of vital importance for the constructivist research programme. (Jackson 2006). Drawing on what mentioned above, there is scepticism about constructivism .whether it is properly to be seen as a theory of IR theory or as a philosophical category, a meta-theory or a method for empirical research, or whether it is indeed an approach relevant at several levels. ( Zehfuss 2002:9) . In conclusion, constructivism is not independent and full-fledged theory but a theoretically informed approach to the study of global politics. Conclusion Constructivism challenged the disciplines mainstream on its own terms and on issues that were at the heart of its research agenda. (Branett 2001: 268) However, the rise of Constructivism has had several important impacts on the development of international relations theory and analysis; the social, historical, and normative have returned to the centre stage of debate, especially the American core of the discipline. . ( Rues-Smit 2001:225) Constructivisms core assumptions have shaped its empirical research program in several important ways. They have shaped the kinds of questions constructivists tend to ask by opening up for inquiry issues that other approaches had failed to engage. Understanding the constitution of things is essential in explaining how they behave and what causes political outcomes. Just as understanding how the double-helix DNA molecule is constituted materially enables understandings of genetics and disease, so, too, an understanding of how sovereignty, human rights, laws of war, or bureaucracies are constituted socially allows us to hypothesize about their effects in world politics. (Finnemore Sikkink 2001:394). Their claim deserves attention in a world where inflamed passions lead to bloodshed in the name of neither conquest nor class, but instead simply because of who the enemy is: a Muslim, a Serb, a Tutsi, a Hutu, a Catholic, a Protestant, an Arab, or a Jew. Realism and liberalism are not incapable of explaining hatred, but they struggle to account for such widespread violence that serves neither Mammon nor the national interest. (Kowert,Paul 2001). Finally , Constructivism has become a phenomenon in IR not merely because many scholars adopted it , but because a lot of scholars debated and are still debating it .

Violent Video Games and Aggressive Behavior :: Violent Video Games Youth Violence

Violent Video Games and Aggressive Behavior Statistics have shown that the violence among young people is increasing every year. Many people blame musicians and other types of artists who portray negative actions as something positive. Others might blame the parents for not watching over their children. But many people fail to bring up technology as an issue. With the new DVD that shows sex and violence or computers that gives kids access to unauthorized sites, technology is something that many parents need to look out for. Violent video games can also have a major impact on a child's thinking and actions. In many ways video games have had a negative impact on young children in today's society.   Ã‚  Ã‚  Ã‚  Ã‚  New game systems like Game Cube, X Box, or Sony Play station 2 are the new hype of the 21st century. The games for these systems can affect children as well as adults. These video games have caused many problems in our society regarding issues such as addiction to games, and depression among adult. According to Grossman, many children starting from their early teenage years found that almost a third played video games on a daily basis and 10% played for at least 25 hours a week. Street Fighter, Grand Theft Auto and Halo are very interactive in the violence of slaughtering the opponent that children find very exciting. Even though the video game industries put signs like "Rated 18 or older and state violence level that are not recommended for children under age of 12 on the game boxes parents ignore the signs and still continue to purchase these items. In the modern popular game the bad guys don't just disappear after they die like they used to, they act out real l ife actions. For example, someone who gets shot in the neck normally falls to his knees while holding his face in the old games. Now when the characters get shot, blood squirts all over the place, covering the whole scene while the other opponent just laughs or does a victory dance. Even when some video games have explosives, the character’s body parts explode everywhere.   Ã‚  Ã‚  Ã‚  Ã‚  A perfect example of how violent video games have had a negative impact on young people is the Columbine High School shooting which took place on April 20, 1999. There were two students, Eric Harris and Dylan Klebold who turned an average high school day into a massacre in Littleton, Colorado.

Pros And Cons Of Standardized Testing Essays -- Standardized Testing E

The United States recognizes that standardized testing is a central part of the educational system in our country. What many people do not know though is the history of where it came from. Beginning in the mid-1800’s prestigious universities decided they wanted to give more students across the country a better chance at going into higher education, but at the time there was not a way to measure the capabilities of students in both high class and low class families. This is how standardized testing came into play. If a student could do well on these tests regardless of their financial position than their scores would hopefully speak for themselves. Now standardized testing performs many more roles compared to its simple origins. In today’s society standardized tests not only indicates the capabilities of the students, but they also show how much they have learned, and the results can even decide how much funding a school will receive. Due to these factors, a tremendous amount of pressure is put upon both students and teachers. For students the pressure is mainly to do well, and for teachers the pressure is primarily to teach your students well enough to perform their best. These requirements have become an integral part of what shapes the classroom mold. The goal of schooling is no longer to just teach, but is now also to prepare students for taking exams. One argument that has become prevalent is the debate of whether or not standardized testing should be used at all. Ultimately this is a personal decision; there is no right or wrong answer considering that an argument could be made for either side. One thing that is for certain though is that there has to be some standard for determining a student’s abilities in school. Th... ...Tests." ProCon.org Headlines. N.p., 1 Nov. 2014. Web. 30 Nov. 2014. Tennant, Victoria. "School of Education at Johns Hopkins University-The Powerful Impact of Stress." School of Education at Johns Hopkins University. John Hopkinds School of Education, Sept. 2005. Web. 01 Dec. 2014. "The Human Brain - Stress." The Human Brain - Stress. The Franklin Institute, 2004. Web. 29 Nov. 2014. Tung, Stephen. "News." Stanford University. Stanford, 20 Jan. 2012. Web. 29 Nov. 2014. "Where Did The Test Come From?" PBS. PBS, n.d. Web. 22 Nov. 2014.

Children Dealing With Obesity Essay

Obesity is a sensitive issue for adults’ so one can imagine how a child with obesity is affected mentally, emotionally, physically, and spiritually; emotionally: children have low self-esteem, mentally: children are stressed, physically: children are overweight, and it affects their well-being altogether. This is why it is so important that mandating that Parent, Teachers, and the community is educated on Childhood Obesity. After closely evaluating the situation and speaking to various parents, physicians, and viewing the actions of the children it has shown that all children are not Obese because of bad parenting. Obesity in children can come from various medical problems in children such as a thyroid issue meaning that his or her metabolism is not functioning correctly, or a pituitary gland issue meaning that he or she is growing too fast. Childhood obesity can also be genetic meaning that the child can be prone to it because of family history; no matter what the issue or problem it is necessary that we as a community be educated and parents should involve themselves in their child’s activities as well. The National Academies (2015) website recommends that the Government, families, industries, communities, and schools should support the children by showing leadership and commitment in evaluating prevention programs, food intake, make the evaluation capacity stronger by having good quality interventions. Schools can begin by monitoring students by placing cameras in the school cafeterias, and also schools and families can monitor the amount of food placed on a child’s plate, making sure that the plates are colorful with adequate fruits, veggies, whole grains, and dairy, caregivers and families should also monitor physical activities and the consumption of water. According to The National Academies (2015), â€Å"There will be a greater likelihood of success when public, private, and voluntary organizations purposefully combine their respective resources, strengths,  and comparative advantages to ensure a coordinated effort over the long term† (Progress in Preventing Childhood Obesity: How Do We Measure Up?). In order for this policy to be analyzed, the cameras had to be viewed, attestation, and possibly re-educate everyone. It seems to be working; the children are drinking more water, and eating healthier, and has included more quality physical exercise in his and her program. Parents are asking the right questions and getting more involved as well, parents are spending more and more time with their children as the teachers. Group sessions are working because the child has begun to speak up more, and is smiling and loving themselves more and more each session. Parents and teachers attended workshops to educate them in the maintenance and long-term prevention of obesity. One in five children are overweight, while one-third are obese that is why parents need to learn major factors that stimulate the development of childhood obesity. There should be some sort of consequences given if the stakeholders: being parents, schools and physicians are not willing to cooperate and get involved, possibly higher insurance premium until he or she cooperates, as for the teachers and or schools, begin by minimizing the school funds, because the schools funds are to educate and make sure the child is healthy and safe. In the conclusion the child’s lifestyle, nutrition, and environment needs to change for the better of the child. Parents need to be more educated on the illnesses that can and will develop unless these workshops are attended. It is understandable that organic foods and even most healthy foods and beverages are expensive and are not affordable, but parents can help by baking and not frying, by not supporting fast foods; schools can help by offering fruits instead of chips and junk food, offer milk instead of soda, and both parents and schools she push more water. References The National Academies. (2015). The National Academies Press. Retrieved from http://www.nap.edu/openbook.php?record_id=11722&page=70 Shi, L. (2014). Introduction to Health Policy. Chicago, IL: Health Administration Press.

Pure High Note

Ryan DeVuyst Composition II David Cantwell 15 March 2013 â€Å"A Pure, High Note of Anguish† by: Barbara Kingsolver Barbara Kingsolver’s â€Å"A Pure, High Note of Anguish,† expresses her painful grief in seeing innocent people die without having done anything to deserve it. To Americans, Kingsolver says â€Å"There are no worse days, it seems,† referring that 9/11 is the worst thing that’s ever happened in the world. Kingsolver symbolizes the children dancing in the street as the hatred that other countries have against the United States. Kingsolver believes asking, â€Å"Will this happen to me? is the wrong question because almost always people die without having done anything to deserve it. To Kingsolver, people almost always die without having done anything to deserve it. To this I agree. Over 3,000 people were killed during the attacks in New York City and Washington, D. C. , including more than 400 police officers and firefighters (History). As of June 2006, 1577 Louisiana residents had been confirmed as deceased as a result of Katina (Sharkey). Motor vehicle crashes in the United States result in more than 40,000 deaths per year (Hitti). Each year globally, 12. million people learn they have cancer, and 7. 6 million people die from the disease (CDC). As most people would think, every one of these victims are innocent people who do not deserve to die. As seen above, these causes of deaths can be from attacks, natural disasters, accidents, and diseases. Death is something that occurs in nature and it is both inevitable and final (Cole). No one knows when, where or how they will die. The only thing that is certain is no one deserves to die. Kingsolver states â€Å"There are no worst days, it seems,† meaning that this is the worst thing that has ever happened in the world.Maybe it was the worst thing to happen in the world at that time, but for all of history no. On December 26th, 2004, in Southeast Asia an earthqua ke occurred out at sea in the Indian Ocean, which immediately caused a deadly tsunami to happen. An estimated 230,000 people died (Wikramanayake). Do we Americans believe that is the worst thing to ever happen in the world? Of course not because we think 9/11 is the worst thing to ever happen to us. â€Å"September 11, 2001, stands as the defining event of the 21st century. It was the worst day of my life and the best day.It was the worst day because of the incomprehensible death, destruction and evil. September 11 was also the best day because it put on display the very finest human instincts — compassion, courage, kindness, selflessness† (Giuliani). These are the words of former New York Mayor Rudi Giuliani, who was the mayor during 9/11. Kingsolver’s child was wondering why there were children dancing in the streets after the news of 9/11. I actually thought the same and remember vividly watching when this occurred on the news.Kingsolver symbolizes these chil dren dancing in the streets as people showing their hatred towards the United States. Everybody knows there has been much anti-Americanism in the Middle East (Tooley). Yet it is undeniable that many Middle Easterners have good reason, from their perspective, to hate the USA (Tooley). In Iraq, for example, it would be amazing indeed if the ferocious death rate among civilians — especially children — since the embargo and the steady number of civilian casualties from our continued bombing had not created feelings of hatred which would give cause for celebration now (Tooley).Kingsolver and others believe that our country needed to learn how to hurt from these attacks. I believe that is true and that we have also overcome the hurt. Al Qaeda’s intentions of these attacks were to break the United States down. But I believe that it only made the United States stronger as a nation and more aware of threats against us. Psychologically, the nation joined together in a uni ty that had not been seen since the end of World War II (Jensen). When it comes to our national security and our awareness of the threat from Islamic extremists, we are better prepared than we were but not as prepared as we should be. Our intelligence base is better and our airport security is better, for all its frustrations,† (Giuliani). â€Å"Will this happen to me? is the wrong question, I’m sad to say. † The question should really be, when will this happen to me? That question is unknown to everyone. No one can predict the moment of death (Scott). People wake up each day and have no clue what will happen to them.

Causes and Consequences of the Montgomery Bus Boycott Essay

The leader of the Bus Boycott was a local preacher called Martin Luther King who formed the ‘Montgomery Improvement Association’ to orgnaise the boycott – and the protest made him the leader of the Black Civil Rights Movement until his assassination. SO – no Montgomery Bus Boycott, no non-violent direct action, no ‘I have a Dream’ speech, no Million-Men march etc. 5. During the Boycott, the Ku Klux Klan attacked the homes of Black leaders – this turned public opinion against the Whites. From then on public opinion, specially in the north, PLUS the Federal Government – openly supported Black Civil Rights. 6. Rosa Parkes became ‘the mother of the Civil Rights movement’: a role model, not only for Blacks, but also for women. In particular, the bus boycott showed ordinary Black men-and-women-in-the-street that – little as they could do individually – nevetheless, if they stood together and each did their little bit, that ‘we shall overcome one day’.

George Orwell’s Nineteen Eighty-Four Essay

George Orwell’s Nineteen Eighty-Four is a dystopian novel which presents an exagerated version of a totalitarian regime which not only controlled everything but which also could not be removed by any means. Orwell’s novel drew attention, back in 1949 when the novel was published, upon how this world would look like if a totalitarian regime would truly take over. My aim for this essay is to analyze Orwell’s novel with respect to the marxist elements present in the novel and also to illustrate their impact upon the protagonist’s feelings. Marxism and especially Stalinism are present in Orwell’s novel through certain elements: countinuous surveillance, control of the mind, the cult of personality and a supposed â€Å"equality† between the Party’s members. Isaac Asimov, in his essay Review of 1984, considers Orwell as a writer with not much of an imagination, accusing him of not developing in the novel the actual communist actions which were happening in reality. â€Å"Orwell imagines Great Britain to have gone through a revolution similar to the Russian Revolution and to have gone through all the stages that Soviet development did. He can think of almost no variations on the theme. I believe, though, that Orwell was an extraordinary visionary who pictured a society chained in nothing but governmental controll, a society which cannot be defeated. A communist concept presented in the novel is that of the powerless individual and of the high disregard the Party had for individualism. Everybody must form a group with everybody – this is the recipe for power, according to any communism regime. In 1984, history is continuously rewritten and in this way, the population’s memories are restricted only to what appears in the remaining articles after rewriting; it can be seen as another way of mind control. Winston himself discovers that most of what the Party states is lies and towards the end of the novel, when Oceania suddenly becomes enemies with Eastasia, the country with which it had been allies all along, everybody is forced to conceive that they have â€Å"always been at war with Eastasia†. Ramesh K. writes in his essay Socio-Cultural Matrix in George Orwell’s Nineteen Eighty Four that â€Å"history is constantly rewritten to suit the current goals of the Party. Only the destruction of human memory will make it possible. Hence the Ministry of Truth (Minitru) modifies history perpetually to the tune of the ideals of the Party†. As a result of the rewriting of history is the loss of memories. Nobody remembers how life looked like â€Å"before† Big Brother, and yet nobody seems to find it as disturbing as Winston does. He barely remembers his family, and he suspects that most of his memories are only a product of his imagination. He has problems recalling maternal love; he sometimes feels guilty for his parents’ disappearance and he constantly regrets his childhood behavior. When regarding history, the only existing proof or better said, evidence, of such distant civilizations, ones before Big Brother, is written in censored books, created by the Party itself, with carefully selected details which attempt to illustrate how life is much better in the year of 1984, with the Ingsoc regime, then before the totalitarian era. Truth is continuously distorted and it can be regarded as close to extinction, since nobody has a correct notion of what is or is not true, anymore. Memories are vague and the ones vivid are imposed, influenced by the Party. The loss of memories the whole society experiences may also be a result of the continuous flow of new information which constantly contradicts the old one and which, in its turn, is recreated over and over again. The process of rewriting history is described in 1984: â€Å"This process of continuous alteration was applied not only to newspapers, but to books, periodicals, pamphlets, posters, leaflets, films, sound-tracks, cartoons, photographs – to every kind of literature or documentation which might conceivably hold any political or ideological significance† (Orwell, Part 1, Chapter 4, p. 1). The cult of personality has a huge influence on Orwell’s dystopia, as on any other totalitarian society. Big Brother has been associated by the critics with Stalin, while his political enemy, another alleged founder of the Party, Emmanuel Goldstein, was seen as the correspondent of Trotsky, Stalin’s enemy in the power struggle from the 1920s. Like Trotsky, Goldstein was deported and excluded from the Party. According to Isaac Asimov, Orwell’s â€Å"enemy was Stalin, and at the time that 1984 was published, Stalin ad ruled the Soviet Union in a ribbreaking bear hug for twenty-five years, had survived a terrible war in which his nation suffered enormous losses and yet was now stronger than ever. To Orwell, it must have seemed that neither time nor fortune could budge Stalin, but that he would live on forever with ever increasing strength. – And that was how Orwell pictured Big Brother†. Big Brother is regarded as immortal, the is no evidence of his actual existence, and even O’Brien hints to the fact that Big Brother is nothing more than the embodiment of the Party. In the fictional book written by Goldstein he states that â€Å"Nobody has ever seen Big Brother. He is a face on the hoardings, a voice on the telescreen. We may be reasonably sure that he will never die, and there is already considerable uncertainty as to when he was born. Big Brother is the guise in which the Party chooses to exhibit itself to the world† (Orwell, Part 2, Chapter 9, p. 262). Big Brother was everywhere: â€Å"On coins, on stamps, on the covers of books, on banners, on posters, and on the wrappings of a cigarette packet – everywhere. Always the eyes watching you and the voice enveloping you. Asleep or awake, working or eating, indoors or out of doors, in the bath or in bed—no escape. Nothing was your own except the few cubic centimetres inside your skull† (Orwell, Part 1, Chapter 2, p. 34). In such a strict society, Winston attempts rebelling against the Party and also falling in love. Once he meets Julia, his double life takes form and he finds himself in a continuous seek for freedom. The relationship between Winston and Julia is, of course, sentenced to permanent influences on behalf of the Party. They attempt to rebell against it but their rebellion is nothing but a narrowed one, with no actual influence upon the Party. In a world where everything, with no exception, has been adapted to completely new rules, where history is continuously modified and the truth is contorsed over and over again, not even love or friendship remain the same. Winston and Julia are supposed to be in love and moreover, they are supposed to be not only friends, but allies in their fight against the system, but in 1984, in this parallel version of totalitarianism Orwell created, friendship and love would always be darkened by the other’s real identity. An example for how love is reduced can be found in the episode when Julia attempts to dress up for Winston, when renting the room above the antiquities shop, a room which does not have a telescreen. She hardly manages to become feminin by using a very bad smelling perfume – which brings about awful memories to Winston – and by wearing ugly – and yet different from the Party’s uniform – clothes. It seems like no one has the ability of being romantic any longer, and even more important, no one has the means of being so. In 1984, no possible love relationship can be imagined and the idea of making love is something strictly forbidden, because making love – and this is something the Party knows very well – makes people happy, and when people are happy, they no longer care for every bad thing that happens in their every day life in the context of a totalitarian society. Julia explained to Winston the Party’s conception: â€Å"When you make love you’re using up energy; and afterwards you feel happy and don’t give a damn for anything. They can’t bear you to feel like that. They want you to be bursting with energy all the time. All this marching up and down and cheering and waving flags is simply sex gone sour. If you’re happy inside yourself, why should you get excited about Big Brother and the Three-Year Plans and the Two Minutes Hate and all the rest of their bloody rot? † (Orwell, Part 2, Chapter 3, p. 167). In the eyes of the Party, there’s no such thing as love or friendship, and even the existing feelings can only be pointed towards Big Brother, the totalitarian leader who can only be seen on the posters all over the city, which show Big Brother’s portrait and a terrifying slogan: â€Å"Big Brother is watching you†. According to Isaac Asimov â€Å"the great Orwellian contribution to future technology is that the television set is two-way, and that the people who are forced to hear and see the television screen can themselves be heard and seen at all times and are under constant supervision even while sleeping or in the bathroom. Hence, the meaning of the phrase ‘Big Brother is watching you’. † Love, as already discussed, is distorted, reduced to physical needs (not even physical pleasure). But, as it is easy to notice, throughout the novel, love remains the Party’s greatest enemy against which they are already fighting through manipulating the children – yet only achieving the destruction of parental love. I consider that children betraying their parents are a symbol and nonetheless, an illustration of what Orwell may have imagined about future generations who will do everything for the Party’s sake – even betray their own mothers and fathers. In my opinion, children when regarded as a symbol, are supposed to â€Å"bring the change into the world†. In 1984 they are the reversed, the opposite version of this concept: children will not change anything, from their point of view, the totalitarian society must and will remain as it is, with few corrections here and there in the history books, when actions and facts begin to contradict with others. â€Å"Nearly all children nowadays were horrible [†¦ ] they were systematically turned into ungovernable little savages, and yet this produced in them no tendency whatever to rebel against the discipline of the Party. On the contrary, they adored the Party and everything connected with it. †¦ ]All their ferocity was turned outwards, against the enemies of the State, against foreigners, traitors, saboteurs, thought-criminals. It was almost normal for people over thirty to be frightened of their own children† (Orwell, Chapter 2, p. 31). As a conclusion, 1984 emphasizes not only on the impact of a totalitarian regime upon the society, but also on its impact upon the individual’s soul, feelings and thoughts. Winston and Julia’s rebellion may be described as an abstract one, because they do not really achieve anything. Oliver Substance, in his essay The Tendency of Man: Nineteen Eighty-Four, states that â€Å"to truly be a rebel, all of one’s actions need to be rebellious, not just the one’s involving the basic human urges. Rebels need plans, or else they end up the same way as every other would-be rebel: in Room 101. † The impact upon the reader has no limit, since the novel leaves so much space for interpretation and continuation. Finally, I would like to end my essay with the following quote from the novel: â€Å"If you can FEEL that staying human is worth while, even when it can’t have any result whatever, you’ve beaten them† (Orwell, Part 2, Chapter 7, p. 210).

Depletion Of The Environment Essay Example | Topics and Well Written Essays - 750 words

Depletion Of The Environment - Essay Example The man has survived on this planet, even when the great dinosaurs had died out, become extinct. The instinct for survival is the strongest instinct in any living being. The man survived through the ages because of this and also using his superior intelligence and powers of adaptation. And now it is as if the man is bereft of his powers of reasoning, it’s as if he has suddenly succumbed to a death-wish. It’s as if, like the lemmings of the tundra, he is hell-bent on committing suicide en masse. If we go on in this crazy manner by the turn of the next century, mankind as species will have become extinct. If we take preventive action with immediate effect and a long-term perspective in view, we can arrest this problem now. But the tragic thing about it is the fact that there is only one group of people who can really help in this matter and those are the politicians. In a way, you cannot blame them. All their actions are governed by their tenure of five years sometimes ev en less in these times of political uncertainty. Their imagination refuses to stretch beyond this time limit, with the result that they cannot or are afraid to make any long-term decision. In the meantime, humanity suffers. In spite of the warnings of experts, these politicians refuse to see the problem that is facing all living beings, for what it is. And in collusion with some greedy, grabbing industrialists, they are hell bent on destroying life, the most fragile, the most divine of all things on earth.

Strategic Business Essay Example | Topics and Well Written Essays - 2750 words

Strategic Business - Essay Example According to the official website of Red Cross, the history of Red Cross is very interesting and it dates back to 1859, when a Swiss Banker, Henry Dunant whilst travelling in northern Italy came across the aftermath of the battle of Solferino. The huge disaster encouraged him to found a nonprofit organization in 1863 with the name International Committee of the Red Cross and after about 140 years, more than 186 National Red Cross societies were present all around the world. In Australia, Red Cross was established in 1914 by Lady Munro Ferguson after nine days of First World War. Australian Red Cross office is located in Melbourne and it is offering services in more than 60 communities there. The different kinds of community services provided by Australia Red Cross include the disaster services, refugee services, first aid and health services and blood services. Australian Red Cross Shops have been established by Red Cross organization and they are offering stock of big fashion at very reasonable and small budget. More than 35 shops are operating in the state (Red Cross n.d.). Australian Red Cross Shops are offering a variety of products including new and pre-loved clothing, medical equipment, baby products, baby kits, electric homeware, car seat etc. The Red Cross Shops are staffed by the volunteers and the income generated from shops is a source of fund for Red Cross. The political factors directly impact the operations of the organizations in Australia. For example, on 2 May 2010, the Federal Government of Australia declared the agenda for future tax system of Australia and this announcement affected all companies, small businesses and nonprofit organizations (Third Sector Magazine 2010). The review specially focuses on not-for-profit organizations which according to the review face inconsistent state and federal regulations in Australia. Since the corporate sector is the major

Video summary Essay Example | Topics and Well Written Essays - 250 words - 4

Video summary - Essay Example E.g. if they would breed with the normal salmon. However, the company that is involved has argued that these fish are sterile. The FDA is yet to decide if the genetically modified fish will carry a special label. Farmers in Arkansas are facing huge losses because their crops have been infested with a type of weed known as the ‘pigweed’. The weed is native to North America. Farmers have over the years been able to fight the weed using special chemicals. However, the chemicals have suddenly stopped working. The weed has adapted to the herbicides that were being used to kill them. The weed grows 3 inches a day and kills crops and destroys farm machinery like combine harvesters and cotton pickers. The farmers have now resulted to the traditional way of dealing with weed (using manual labor) which is slow and expensive. Scientists believe that the weed is now resistant to the herbicides used to kill it and a new herbicide needs to be developed. This might take close to seven

MTV Culture And Music TV In Popular Culture Research Paper

MTV Culture And Music TV In Popular Culture - Research Paper Example With the desire to have huge following and cover, mass media engineered strategies to influence as many people as possible. Some of these strategies revolve around creating a culture that is consistent with the needs of the people, the products being advertised, and that can influence the beliefs, behaviors, and attitudes of people regarding certain products and services to the targeted audience. Music TV, MTV culture in popular culture One of the most popular culture edifices is music. Music stalks all life realms and it is impossible to find an individual who does not like any kind of music. Since its establishment in 1981, MTV has had a great influence in the way popular culture, especially in the music industry, has evolved and developed. It is hard to distinguish pop culture, MTV and music TV. There is no other mass media communication network that has had such influence and control over popular cultural evolution than the two networks (Rojek 199). MTV as a mass media communication network has greatly impacted the way people hold beliefs about politics, dressing, public figures, and other life elements that the network communicates to the audience. One of the credits that MTV has had is the way it has shaped the music industry. MTV and other music TV networks have taken a revolutionary turn by airing certain types of music that are conversant with the audience. For example, MTV has shaped people’s taste of music through repeated airing of pop music and gangsta rap that dominates the world popular culture.