What Technology Brings To Us :: Television TV Essays

What Technology Brings To Us I have selected television as my technology subject because, on a global level, television has the greatest impact on the largest number of people of all the technologies available to us today. I have found that television has become widely distributed for many reasons, the most important being the fact that television sets have become more affordable over the years. There is also a desire by poor people in poor countries to have the same gadgets that are owned by the people in rich countries and only television can satisfy that need. Television can also be the means by which all levels of government can communicate with their populations. Thanks to satellites, television signals can be received just about everywhere on the planet. In the Third World, a single television can bring people together in order to watch a program on the community-owned set. In less educated cultures, television must seem like magic and its magic can draw those people closer together for the common experience of seeing a TV program. However, that same technology in the hands of advantaged societies tends to drive people apart. In America, you can often find a TV in every room (and sometimes in the bathroom), and various family members can spend hours and hours watching their own programming preferences on their own TV sets and not interacting with each other at all except during meals. Even the dinner hour cannot guarantee family communication. Too often, after-school activities such as sports and other outside interests draw people away from a shared meal. Those who eat alone often do so with a television for company, thereby replacing two-way conversations with the toxins of modern television programming. Television unifies the poor and separates the rich. It is both an anesthetic and a pacifier but it is never a reliable source for the truth. Thanks to the wealth of this nation, American television has always had the resources needed to do very great things for the citizens of this country. It could bring profoundly important documentaries to the attention of those who are removed from those stories, it could teach children who have outgrown Sesame Street foreign languages and critical thinking skills plus it could easily spread the truth with each news broadcast. A higher level of entertainment could encourage more sophisticated tastes and cultural expectations. Instead, American television offers a disgusting collection of trash at all levels and that trash makes Americans a very proud but ignorant people.

An Overview of Euripides’ Electra :: Euripides Electra Essays

An Overview of Electra Euripides' play Electra, produced in 415 b.c.e., starts with a peasant recounting past events: Clytemnestra and her lover Aegisthus murdered Agamemnon and took the throne of Mycenae. Agamemnon's son Orestes escaped and has been raised in Phocis. Daughter Electra, when marriageable, was forced to wed this peasant instead of any noble, whereby Aegisthus' rule might be endangered. The marriage has not been consummated. "If any man thinks me a fool, for harbouring / A young girl in my house and never touching her, / He measures what's right by the wretched standard of / His own mind" (107). Electra doesn't mind toiling so long as she can grouse about her mother. Orestes and his friend Pylades arrive. Orestes has been sent by Apollo's oracle to avenge his father's murder. He and Electra, who doesn't recognize him, exchange stories, Electra revealing that Aegisthus "when he's drunk, so people say, / Jumps on the grave, or flings stones at my father's name / Inscribed there" (116) and acts paranoid about Orestes. With the help of an old one-time servant to Agamemnon and a convenient scar, Orestes identity is revealed to Electra. The siblings conspire. Orestes pretends to join Aegisthus in an animal sacrifice but murders the usurper and wins over the king's guards to his side. He parades the severed head to Electra, who is elated but not sated. Orestes balks at the idea of killing Clytemnestra, their mother. Electra sends word that she has given birth. Clytemnestra visits and does a rather convincing job of explaining her side to all the famous events, particularly her wrath at Agamemnon for tricking their daughter Iphigenia to her sacrificial death before the Trojan War. She was also less than pleased that Agamemnon brought back Cassandra as his new slave toy. The Chorus is characteristically idiotic: "Your words are just; yet in your 'justice' there remains / Something repellent. A wife ought in all things to accept / Her husband's judgement, if she is wise. Those who will not / Admit this, fall outside my scope of argument" (141). Electra aligns Clytemnestra with her sister Helen. She accuses her mother of primping before the mi rror long before Agamemnon's crimes, obviously for someone else. And Electra claims Clytemnestra's rationalizations do not address the persecution of Orestes and herself. Clytemnestra accepts that Electra favors her father, but as to this business of the new baby?

Phonics Lesson Plan

Title of Your Lesson| Digraph Picture Hunt| Grade Level| 4th| Subject| Phonics- Digraphs| Summary and Rationale (Connections to Big Goal/Unit)| Students will be working with digraphs. TTW will students what sounds /ph/, /th/, and /sh/ make as a reminder and then asked to give examples. The students will then be given poster board split into three categories for each of the three digraphs and will be working in groups of three to find words and pictures in magazines that fit into the three categories.At the end of the activity, the students will present their findings as a summary and a test to make sure the activity was completed correctly. The goal of this activity will be for students to be able to recognize digraphs through pictures as words. Students will demonstrate understanding by responding to questions on whiteboards that they will hold up when questions are asked. | Classroom Scenario (small group, whole class, self-contained, resource, gen. ed. , spec. ed. nclusion)| This activity will be done with the entire class of fifteen, but students will be broken up into five groups of three. | PRETEACHING TASKS/PLANNING| | Common Core State Standards (CCSS)| 4. RF. 3Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e. g. , roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Objectives (One to two at most. TSW or TSWBAT†¦)(What will your students be able to do? What will students know by the end of this lesson? )| Students will be able to recognize /ph/, /th/, and /sh/ sounds through pictures and words in magazines allowing for easier recognition in real-life| Evaluation/Assessment (Is your assessment intimately aligned to your lesson’s objectives and standards? How will you know whether your students have made progress toward the objective? How and when will you assess mastery?Describe the task, the criteria/rubric, worksheet, check sheet, and goal for mastery. )| Students will be working together to find pictures and words in magazines that correspond to the digraphs we are concentrating on. When the students present their boards, the teacher will know whether or not they have understood what the sounds sound like and if they were able to identify them through pictures and words found in magazines. | Materials Needed (Graphic organizers, specific books, readers, word wall, sound counters, SMARTBoard, etc. )| Whiteboard, magazines, scissors, poster paper, glue| Accommodations/Modifications to be provided/Explicit Differentiated Instructional Strategies| * One-on-one time with teacher will be available for students struggling with the sounds * For differentiated instruction, TTW provide pictures of words and the student will sort them into categories based on their digraph * Another differentiated instruction activity will allow students to write l ists of words in columns that are appropriate for certain digraphs and sound letter relationships. INSTRUCTIONAL PLAN PRELESSSON SUMMARY (WRITTEN REFLECTION)| SEE ATTACHED RESPONSE BELOW. | TEACHING PROCEDURES| | Building Background (Opener/Hook/Anticipatory Set) (How does this lesson connect to previous lessons/objectives taught? What visuals, video, or text reminders will you use? How you will excite students about the learning that will take place? How will you engage students in the language of the lesson’s objective(s)? Explain. )| When they break of into groups students will be excited that they get to work with their friends to go on an â€Å"in-class scavenger hunt†.TTW let the students know that they will be going on a scavenger hunt to find the sounds that have been written on the whiteboard. The word â€Å"digraph† will be introduced and gone over for students who do not remember it. To help the students remember the function of the digraph, the teach er will ask them to give me a few examples of words with the /ph/, /th/, and /sh/ sounds in them before beginning the activity. | Introduction of New Material (What 3 – 5 key points do you want to emphasize? How/what will you model for students?How will you ensure that students actively take in information presented? )| – Emphasize the specific digraphs previously mentioned – Show students that pairs of letters come together to make sounds in forming words – Allow students the opportunity to choose one word they found a picture for and spell it on the board for the other students to see the digraph pattern and picture they found| Guided Practice/Small Group Lesson Activities (This is where you practice your objective with students.How will you ensure that all students have multiple opportunities to practice? How will you scaffold practice exercise from easy to difficult? How will you monitor and correct student performance? )| The teacher will be walking around from group to group to check for group and individual understanding. TTW will look at the words they have found so far and make sure they are appropriate for the activity. If words are not matching the digraphs being used, TTW will explain why and help them find words that will work.Each group will be presenting so no student will be left out of the process. This exercise itself is self-contained so students will be doing as much as they can with out the help of a teacher. | Independent Practice (This is where you specifically evidence your objective’s goal (s) with the same activity but different items/prompts for individual assessment. How will the students apply the new knowledge they have learned? )| Each student will have pictures that TTW will provide to sort into piles based on their digraph.TTW will walk around and check the piles. To be able to check for entire class understanding, students will respond to activity related questions on whiteboards. | Lesson Cl osure (How will students summarize what they learned? How will students be asked to state or show the significance of what they have learned? How will you provide all students with opportunities to demonstrate mastery, or progress toward mastery of the objective? How will you specifically review your lesson’s objectives? * TTW will review the digraphs we have focused onTo summarize what we have learned, TTW will say a word and ask for a thumbs up or a thumbs down based on the word the teacher provided and whether it has a digraph sound or not| Extensions (How might you provide opportunities for extension? )| The teacher could make a class bulletin board with a bubble surrounding the three digraphs that we are focusing on. Students can find pictures at home that have those sounds and cut them out and bring them in to add to our class bulletin board. Bloom’s Taxonomy Levels Achieved in the Lesson. Please justify. (Found in your Instructional Plans Folders 1 & 2)| Remembe r, Recognizing, Recalling- Students will be working from long-term memory to retrieve knowledge from past lessons to complete this activity Understanding- Students will know which category to put their words and pictures into on their poster board by sorting their words and pictures by digraph Applying- The students will be taking knowledge they learned in one format and applying it to a new and different activity|

How TV Can Effect Children Positively Essay

Introduction: I decided to see if television, which is notorious for having negative effects on children’s education and attitudes, could have any positive effects. Surprisingly, there is a fair amount of studies that have been done that have seen positive correlations between TV-viewing and academic and social success, though there are even more sources that point out the negative effects. Through my own observations of my little siblings and cousins viewing habits, I felt confident that I could come up with an idea as to which side of this debate was correct. In my experience, my relations tend to favor watching Disney Channel and PBS. As will be noted later these channels tended to get the highest ratings for positive influence upon children by their parents. The parents surveyed also claimed that their children watched TV for relatively short amounts in a day. I concluded in my hypothesis that television watching can prove to have positive influences on children depending on the channel and programs watched as well as how many hours it is viewed. Literary Review In order to support my hypothesis I looked into research that has already been collected on the subject. I found many sources that claimed that extreme amounts of â€Å"regular† television programming for young children can be extremely harmful. However, using school resources on the online databases, I was able to find multiple scholarly journals that support my hypothesis. In the first source, â€Å"One longitudinal study (Anderson, Huston, Schmitt, Linebarger & Wright, 2001) found that adolescents who watched educational programs as preschoolers had a positive effect on their grades, behavior, creativity, and social behavior during later years (Austin).† This finding is monumental because it not only shows that academia can be improved through television watching, but that social behaviors can also be positively affected. It is important to note, however, that this study specifically highlights that  Ã¢â‚¬Å"educational programs† are the TV shows that showed this positive success in young children. These are shows that specifically strive to improve children, rather than the cartoons and other less positively influential programs that children often chose to watch. These â€Å"educational programs† are, in fact, good for a child’s development, but they are not always a child’s or even a parent’s first choice of watching material. That same journal goes on to support this claim about the importance of â€Å"educational programs† while also highlighting that â€Å"moderate levels† of television viewing is important, â€Å"The utilization of informational television†¦can have a positive impact on student achievement if properly channeled. Moderate levels of meaningful and supervised television viewing may be better for children than too much or no viewing at all (Austin).† Television stays true to the old proverb that too much of a good thing is always harmful. However, it also is better than nothing which I found intriguing. Television has been proven to have positive effects and, fortunately, that cannot be denied. Many will argue that these proven positive effects are outweighed by the negative effects of aggression, lack of social interaction, and academic neglect. However according to this, â€Å"The report by Jonson Et Al. is interesting in that it presents an association between the amount of television viewed at young ages and subsequent aggressive behavior as adults; however, it does not show causation (Kids).† it is not as big a problem as it is usually perceived to be, since a lack of causation implies that the television did not necessarily cause the aggressive behavior. Those children could have genetically been aggressive individuals or have become more aggressive due to their environments which, it is important to note, allowed them to watch television longer than the average child. Another study counters those who point to television as the source of aggression, â€Å"Kenny makes a compelling case that†¦the advent of the TV era in the world’s poorest spots†¦can help make them better places to live, producing more thoughtful, less violent, and better-educated people (Forget Twitter).† Television can be a powerful tool, especially when it is being used to shape young minds. Before it was used to inspire and influence young children it was used quite powerfully, â€Å"In 1988, [by] Jay Winsten, a professor at the Harvard School of Public Health and the director of the school’s Center for Health Communication, [who] conceived†¦to introduce a new social concept–the â€Å"designated driver†Ã¢â‚¬â€œto North America (Rosenzweig).† As we know today, designated drivers and the campaign to not drink and drive has become a widespread phenomena. Winsten was able to incorporate this idea of not drinking while drunk into TV shows for adults on many channels and in many different ways, and he found unprecedented success. The lessons that are taught in mainstream adult media are strong enough and prevalent enough to make a difference. Children programs are even more well known for trying to incorporate educational components and teach morality. Sesame Street, utilizing these ingrained messages, found similar success in children’s television, â€Å"Early research on Sesame Street found that†¦ preschoolers who watched the program extensively developed more positive attitudes toward people of different groups (Wilson).† Sesame Street is an educational program that specifically targets young children, and tries to teach them life lessons as well as academics. They are using their influence and power in the television industry to improve the lives and situations of toddlers globally. From episodes that teach tolerance in politically charged Israel and Palestine to education for children who would otherwise receive very little, Sesame Street is one of many television programs that has a positive effect on children. My Research Many of the more â€Å"educational† programs feature on PBS or Sprout where the more entertaining shows feature on Nickelodeon, Cartoon Network, and Disney Channel. I used my research to discover how many hours children watch these channel, how educational or influential parents found the varying channels to be, and which channel the child preferred to watch. This research will show how positive the parents felt the effects of certain channels are on  their children and whether or not they are influencing their children to watch these stations for the most amounts of time. I utilized a survey questionnaire to obtain my information because a questionnaire allowed me to ask a wider population in a shorter amount of time. I asked the age of the children in question, how many hours of TV they watched in a day, which kid-aimed station they watched most often, and then I asked the parents to rate the influence of the various channels as having a strong negative influence, moderate negative influence, no noticeable influence, moderate positive influence, and strong positive influence. I had listed the channels to rate as the most popular kids stations: Disney (including Junior, XD, and Channel), Nickelodeon, Cartoon Network, Sprout, and PBS as well as an â€Å"other† category that one parent added the Hub to. PBS, which is known for its educational programming, received the most strong and moderate positive ratings and did not get rated for any of the other, less positive, ratings. However, only one parent claimed that PBS was the station their child watched and enjoyed most often. The Disney Channel was the most popular station in terms of children watching it, but received as many moderately negative and no effects as it did positive ratings. Cartoon Network, which, unsurprisingly, features a mostly cartoon program, by far did the worst, getting no positive reviews and only one no effect rating. As importantly as the content children are viewing is the amount of time they are viewing it for. Only one family claimed that their child, a 10-year-old, watched over four hours of TV. This particular family also gave the most negative ratings to all of the stations except Disney, which the child viewed the most, and PBS. All the other families that gave PBS the highest positive ratings and the one family that cited it as their child’s most watched, had viewing hours of 30 minutes to 2 hours a day which are relatively healthy amounts of television for children to be viewing. By pairing PBS, the most education-aimed channel, with the smallest amounts of view time, parents were noticing high amounts of positive influence of television on their children in both academics and social skills. This information clearly supports my hypothesis. In conclusion, television has a surprising number of positive effects on children. But these rewards can only be reaped by certain programs and only  with healthy amounts of viewing times. By encouraging healthy viewing habits and healthy viewing choices parents can help improve the lives of their children even if they are in the poorest, most desperate situations. Works Cited Austin, William P., and Franklin T. Thompson. â€Å"Television viewing and academic achievement revisited.† Education 124.1 (2003): 194+. Opposing Viewpoints in Context. Web. 1 June 2014 â€Å"Forget twitter, think TV.† Foreign Policy 175 (2009): 1. Opposing Viewpoints in Context. Web. 1 June 2014. â€Å"Kids, TV viewing, and aggressive behavior. (Letters).† Science 297.5578 (2002): 49+. Opposing Viewpoints in Context. Web. 1 June 2014. Rosenzweig, Jane. â€Å"CAN TV IMPROVE US?† The American Prospect (1999): 58.Opposing Viewpoints in Context. Web. 1 June 2014. Wilson, Barbara J. â€Å"The Future of Children, Princeton – Brookings: Providing Research and Analysis to Promote Effective Policies and Programs for Children.† – The Future of Children -. N.p., n.d. Web. 1 June 2014.

A Breadwinner Rethinks Gender Roles

A Breadwinner Rethinks Gender Roles The economic recession has undoubtedly increased the unemployment rates across the U. S. More and more men are becoming ‘stay at home dads’, thus challenging the status quo. This would be a good thing according to conflict theorists, who believe that the male exploitation of women is detrimental to society; any sort of exploitation of rich to poor, male to female, must be deconstructed. â€Å"A Breadwinner Rethinks Gender Roles† supports the rising number of traditional gender roles being reversed in today’s society.However, just because the roles are switched, does not mean that true gender equality exists. Social norms establish the privileges and responsibilities a certain status may occupy. Females and males, mothers and fathers are all statuses with distinct role requirements that are perceived as â€Å"normal† to society. The status of a mother includes ‘expected’ roles involving love, caretaking , duties in the kitchen, etc. The status of a father primarily includes the expected role of a breadwinner.The huge increase of women in the workforce, an achieved status, may unfortunately lead to the experience of Durkheim’s concept anomie, or uncertainty of rules/norms in a society. These ‘traditional norms’ have begun to change, but new ones have not yet developed, â€Å"To put it simply, because we’re not there yet†¦Ã¢â‚¬  (Kathleen Gerson, quoted in article). So why does gender inequality persist even though men and women are not tied to traditional roles as they were in earlier times? Conflict theorists argue that women are at a disadvantage because of the inequalities built into the social structure.This social structure ‘built’ into society refers to the agents of socialization that have structured what it means to be gendered-female and gendered-male; gender roles are learned through the socialization process. Children learn p roper behavior for girls and boys, first—and most crucially—through parents, then the media (Disney movies) and finally peer groups or other sources of socialization. Even at an early age, children develop stereotypical notions of both genders and then use those notions to systematize their thoughts and behavior.However today, the media puts out ideas that are inconsistent with ideas of family or education and so it is directly antagonistic to the other important institutions in society. These pre-conceived ideas of gender-typical behavior have prevented individuals from truly assuming the identity of a reversed role, â€Å"Men have a sense of esteem, of identity that comes with being the provider†¦Women don’t get the same identity benefit — there’s a sense that one has a double burden. † (Barbara Rissman, quoted in article). The author clearly struggled with her new gendered-male role.She wasn’t prepared for the role conflict sh e would experience in partaking a ‘man’s role’, â€Å"I didn’t think I’d feel so guilty, or derelict in my womanly duties, when my husband is quick to comfort our fussy 4-month-old—or reminds me where we keep the muffin tin. Or that I’d feel so much chest-tightening pressure when I monitor our bills. † (Dunleavey). When asked, â€Å"Did your concept of ‘equality’ ever include supporting the family? †, the author had to admit her answer was no. Women have consistently complained and fought for equality— but is that what they really wanted?Now that we have it, we are â€Å"seething — with uncertainty, resentment, anxiety and frustration. † (Dunleavey) The pre-ordained notions of what is right vs. wrong, female vs. male that have been engrained in our heads from early childhood and then through constant resocialization over the years, have prevented some of us from truly being equal, even wh en we are on the surface—equal. A conflict theorist would point out for this case, that the need to eliminate inequalities does not just include eliminating the suffering of those on the bottom, but eliminating the suffering of those on the top as well.Despite the increase of women in the labor force and the now blurred boundaries of gender discriminations, men and women live in a society where the demands of balancing work and parenting are unsettled. Women were not prepared for what true equality would actually entail—but can we blame them? Literature Cited: Dunleavey, M. P. â€Å"A Breadwinner Rethinks Gender Roles. † The New York Times 27 January 2007, Section C 1:1. http://www. nytimes. com/2007/01/27/business/27instincts. html

Current event summary Personal Statement Example | Topics and Well Written Essays - 500 words

Current event summary - Personal Statement Example he comprehensive history of Luther is one that explains a leader who was willing, and motivated the society towards championing for their rights (Fandel & Bascle 28). The history of America is one that recalls the towers built by Luther that are transmitted from one generation to the next. Achua &Lussier indicate that Desmond Tutu is a leader that portrayed a lot servant leadership (332). Tutu derived a lot of meaning from an apprehension that their legacy is crucial in providing their followers with a foundation of self development, accord and companionship (Achua &Lussier 332). Tutu was a charismatic leader who made numerous sacrifices and suffered meaningfully on behalf of his people (Achua &Lussier 332). Abrams says that Thambo Mbeki is a leader that will be remembered for his commitment to leadership (88). He was dedicated and devoted to the people of South Africa, and fought continuously for his people. He is remembered for his fight against apartheid, and as a president, he attempted to heal the wounds of oppression from previous decades (24). Curtis & Manning is of the thought Adolf Hitler is one that is a good example of negative historical significance (23). Hitler as a leader during his tenure in 1919-1945, is indicated to have a lot of weaknesses, and used suggestion to lead (Curtis & Manning 23). Though Hitler had a good beginning, he had numerous personal weaknesses that led to his isolation, and label as a dictator (Curtis & Manning 23). Niagawoe is of the opinion that Charles Taylor, as a leader is one of the major contributors of the Liberian civil war (21). Taylor is accused of corrupt scandals that siphoned a lot of funds from the Liberian government. With crimes against humanity befalling his shoulders, Taylor has a lot of cases to answer with the International Criminal Court. Laufs says that Robert Mugabe is yet another leader that displayed vices of a manipulative leader (18). Mugabe is a leader that has resulted to not embracing

Accounts Manipulation Essay Example | Topics and Well Written Essays - 2250 words

Accounts Manipulation - Essay Example It is a rosier picture that what it actually is. Window-dressing is accomplished in general ways - by not making adequate provisions though prudence would require them for expenses and potential losses, by taking into account income even before its actual accrual, by playing around with inter-corporate adjustments etc."Security analysts earn their money basically in part, by advising investors of both private and institutional organizations on how to invest their funds. They may judge some companies to have good future prospects which are not fully reflected in the company's share price; therefore, their recommendation will be to buy the company's shares. Alternatively, they may judge other companies to have poor future prospects which are not reflected in their share prices; therefore, their recommendation will be to sell the company's shares. While security analysts carry out their own independent research into companies they can come to different conclusions about a company's futu re prospects. However, in most cases there tends to be a reasonable degree of consensus in these forecasts (simon, 1998)"."The primary purpose of financial statements is to show the underlying economic performance of a company. The balance sheet provides a snapshot of the assets, liabilities and capital of the business; and the income statement, or profit-and-loss account, shows the difference between total revenues and total expenses. The auditors analyze and assure that these present a fair view, acknowledging the subjective nature of some of the measures behind the accounts (Economist.com, 2002)". Financial statements are prepared for the purpose of presenting a periodical review or report on progress by management and deal with the status of investment in the new business and the results achieved during the period under review. They reflect a combination of recorded facts, accounting conventions and personal judgements, and the judgements and conventions applied affect them materially. The soundness of the judgement necessarily depends on the competence and integrity of those who make them and on their adherence to the Generally Accepted Accounting Principles and Conventions. Since each use of accounts may have a different focus in viewing the financial statement, it is necessary that the accounting statements are not biased in favour of anyone interested group. It is therefore, necessary for an accountant to ensure that the accounts represent a "true and fair" picture of the affairs of business. It may be often difficult to draw a clear line between true and untrue, and fair and unfair accounts; yet if the accountant prepares the financial statements free from any bias in favour of any user group and remains faithful to his self - conscience, chances are that the accounts thus prepared will be true and fair. As accou7ntants are human and prone to errors there would be the probability that the accounts presented are indeed less than true and fair. A reader of accounts must therefore, develop sufficient capability to see through such accounts or read between the lines to offset the biased presentation of accounts. The case of WorldCom The concept of evolution of WorldCom as a company happened in the year 1983 in Mississippi. The person behind this evolution is Bill Fields. He named the company as Long Distance Discount Services (LDDS). After some years the company was renamed as WorldCom. Since then the company grew step by step and transformed itself as a giant in the telecommunication world. The company is famous for its acquisitions of a number of small companies. The company landed in stage where no further large scale acquisitions were allowed by the