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Tuesday, August 6, 2019
Political Communication Strategies
Political Communication Strategies Political Culture in Comparative Perspective DERYA CIHAN Core Topics and Findings of the Research on Political Cultures Introduction In today’s world when we refer the term political culture which has recently become a very popular concept in political science, has remarkable constructs and theories in terms of political science. In fact, it is hard to reach a consensus in the sense of definitions, theories, methods and paradigms of political culture. Political culture of a society needs to take place within the political community, as well as other political formations such as the state, the parliament, political parties, the government, associations, public administrations trade unions, political power, democracy, election, constitution and etc. In the modern era, debates on culture role in politics have an incontrovertible significance in different states that has been discussed by many scholars. In this paper, I will try to clarify one of the core topics of political culture in political communication, and make an attempt the importance of the major changes of political culture in different societies. We will see the importance of one of the core topics of political culture and how it effects the political communication. Political Communication First of all, when we handle the term ‘communication’, we should say that during the last decades it is the basis of social relations through the developments of technologies of communication. Actually, the basis of the term political communication refers to the methods of communication which are put forth by political actors or organisational structures and convey to the mass through media systems. Franklin gives one of the broadest definitions of political communication in these words; ‘The field of political communication studies the interactions between media and political systems, locally, nationally, and internationally’’ (Gibson and Rà ¶mmele, 2008; p.475). As we sketchy see that the definitions of political communication, which is not only related with media and political systems, but also mostly the impact and the role of political systems to media and the meaning of media in terms of political communication, has indisputable importance in t erms of the fundamental interactions between governments, media and societies in general terms. Actually political communication is defined in terms of comparative politics that political communication is related with society, media and politicians through its interdependency and connection. In fact, the actors of political communication are seen in the central with the following phases; voters, the media and politics. It should be clearly remarked that these actors induce each other and if something changes or develops in one of these actors, the others are affected by nature (Ibid, p.475). We should need to indicate that the role of the media at governmental processes is one of the most attracting parts within the relationships among main actors of political communication. On the other side, Street refers that the modern political communications is related with the political marketing and it is different kind of business, show-business. It is seen that it is all related with how politicians make much of their appearance and their voices, because of that politicians are associated with celebrity and fame. In the article of ‘Political Style and Popular Culture’, Street emphasizes that political communication should be comprehended as ‘marketing’ moreover it is kind of buying reputations and power, selling performances and policies. Two criticisms are constructed for stressing on political communication. The first one is correlated with venturing political marketing and the second criticism is importance on political communication. Street emphasizes two analyses under the conception of selling performances and buying reputations (Street, 2003; pp. 86-91). It should be taken into consideration that political marketing as we know, is made before the electoral campaign in order to increase the chance to stand for election of candidates. In these circumstances, political marketing is creating a certain kind of political actors. Research on Communication in Four Phases Research on communication in politics has significant occurrences in term of how media influences public opinion, voters. Research on communication is a very broad topic in order to comprehend in detail. In the article of Gibson and Rà ¶mmele, the research on communication is distinguished in four stages and it is brought with historical perspective. The first phase covers 19th and 20th centuries till the 1930s, and in this stage, the media has a significant effect (direct and decisive) on citizens. Moreover, the media was used to form habits of life, belief and thought of societies. It was used as propaganda by the World War I propagandists and dictatorial states between the years of World War I and World War II. Besides that it was also used by the new revolutionary regime of Russia in order to promote its new political systems. It should be taken into consideration that in the conception of media, political actors have a great impact and a kind of powerful event at governmental p rocesses. As we see above that public opinion is formed by the mass media which has a direct and decisive effect upon choices of voting. In the second phase, the time period consists from the 1930s to the 1960s, which has rather sophisticated empirical studies. In this period, interpersonal communication has the greatest impact and investigations of empirical studies were about media effects and content in different classifications, having minimal effects in terms of the media is another point of this time period. The research results about the above mentioned investigations proposed a much more modest function for media in term of effecting unintended and planned effects. Joseph Klapper put in an appearance a useful summarization of research phase in these words; â€Å"mass communication does not ordinarily serve as a necessary or sufficient cause of audience effects, but rather functions through a nexus of mediating factors†(Gibson and Rà ¶mmele, 2008; p.477) Following thi s, Lang and Lang debate about conclusion of ‘minimal effect’ with this perspective; â€Å"The evidence available by the end of the 1950s, even when balanced against some of the negative findings, gives no justification for an overall verdict of â€Å"media impotence†’(Ibid, p.477). Media effects in the third phase, built actually around the emergence of television in the period of 1950s and 1960s. The third period has the greatest importance around the appreciated influence of television. It should be mentioned that the third phase of media effects was the most powerful period which affected social life more than any other type of media systems. The fourth phase of media effects based on agenda setting and priming. It is different than above-mentioned phases and it is generally related with long-term changes, revolving around cognitions and collective phenomena, for instance; delimitations of social reality and ideologies, climates of thoughts and structures of belief. It should be taken into consideration that agenda setting is the basis of this phase. It is not only related about ‘what to think’, but also saying ‘what to think about’ to direct public opinion; hereby it is seen that agenda setting is for society and the theory concent rates on the quantity of coverage not actually its content or tone (Ibid, pp.477-478). It should be taken into account in these circumstances that, media effects in four phases have different influence in each other, but mostly when we consider today’s media effects, television still has significance in terms of affecting social life, besides that social media has obtained much more importance when we compare it with its emerging period. Political Parties, Electoral Campaigns and Communication As we see above that how media influences public opinion in terms of research on communication in four different periods. In this part, we will see the relationship between political parties and communication. Political communication is inquired into from a party research perspective without any doubt. It should be taken into account that political parties make suitable for the demands of change of the society and media, due to this reason party headquarters have been reinforced in order to be able to match new demands. In the paper of Gibson and Rà ¶mmele, the new campaign process influences the parties as well as the character of the parties in the new campaign process. Empirical research evidences illustrate that there are many distinctions within party systems in the course of time and on the step of their professionalization level at political communication in general and professionalized campaigning in particular. For the sake of example, in the US, the Republicans were profes sionalized their campaign functioning approximately a decade before the Democrats and they used political communication techniques more than before. On the other side, in the UK, Conservatives sustained it before Labour with the new style of campaigning in the late 1970s. In Germany, a new kind of professionalized campaigning appeared although the 1998 campaign occur by the Social Democratic Party (SPD). In the process of professionalizing, political communication can be more active when considering above-mentioned arguments (Ibid, pp.478-479). Actually, in the USA, before the presidential elections, the internet is used intensively at the electoral campaigns. In the USA, it should be taken into consideration that innovations and improvements related with actors of political communication play an important role. Because of that reason, it can be said that the USA stays one step ahead of other countries. On the other hand, it can be said that under favour of the research findings of political party, the party headquarters’ significance would be increased day by day in such a way that the candidate acquires more significance, due to the increasing appropriateness of television. Political parties make suitable their organizational dynamics besides that their strategies of communication. On the other hand, John Street remarks about party issue that a party’s conduct could be influenced by the particular orientations of the part. Two different-based parties are mentioned, these are; product-oriented party and sales-oriented party. The aim of a sales-oriented party is; persuading. Utilizing ‘the latest advertising and communication techniques to persuade voters that it is right’, whereas a product-oriented party occurs its ideas and its product; whatsoever happens to its electoral results, a product-oriented party would not be adapted or sacrificed. It is specif ied in the paper ‘The Celebrity Politician’ by John Street that political marketing in these circumstances not only describing viewpoint of the party practice but also it interprets how parties perform (Street, 2003; p.90). When we turn to the paper, ‘Political Communication’, scholars identify two different steps for the political campaigns which are comparative and historical perspectives. Firstly, in the new campaign communication, there are three phases which are measured by scholars. These historical phases are; the pre-modern campaign consists between mid-nineteenth century and 1950s, and the modern phase consists between early 1960s and late 1980s, lastly professionalized campaign phase occurs after 1990s. The third phase of campaign communication-professionalized- is defined by many scholars as modernization and Americanization. It is described as a US campaign model and is claimed that campaigning in most democracies change more Americanized. On th e other hand, when handling modernization term in terms of third phase of communication; it is quiet broader perspective and there is a reduction in party identification and an increase in electoral campaigns, therefore there are two models in these circumstances; an adoption model and a shopping model. For the example of US election campaigns could be shopping model which is related with accepted techniques in the campaigns (Gibson and Rà ¶mmele, 2008; pp. 480-483). On the other side, according to the scholars the two general phases in political campaigning are; in the pre-modern era, the strength of the local organization and face-to-face contact was significant in terms of political communication which is based on these factors. In the second phase of campaigning, party organization and face-to-face contact changed with mass media communication between citizens-voters- and parties in the second general phase of political campaigning. Citizens do not obtain information about part y programs from rallies and party meetings in the second phase. They certainly receive information through the mass media. Besides that the message of the party makes an overwhelmingly impression through the mass media. On the other hand, there is a new campaign era which is mentioned early 1990s and new challenges have the significance in terms of Americanized style of campaigning and it is called like a professionalized campaigning, a post-modern phase 3 or a post-Fordism. It has the historical and developmental characteristics besides that, parties enlarge the efforts of this phase in order to reach out individual citizens-voters- through telemarketing, direct mail or internet (Ibid, pp.480-481). However, referring the media systems, there are different styles in political communication which are mentioned by Hallin and Mancini. Three key models of media systems are pluralist or Mediterranean model, the democratic corporatist model and lastly liberal or the North Atlantic model. In the pluralist model which is most effective in Southern Europe, electronic media has the higher impress rather than newspaper spread. In the democratic corporatist model, commercial media and the relationships between civil, political groups and media can be seen very strong. Lastly the liberal model of media system has a greatest occurrence in commercial broadcasting. Furthermore, the media is independent from social groups and political parties (Ibid, pp.481-483). In these circumstances, the relationship among political parties- electoral campaigns and voters with the perspective of political communication, I want to mention about the case of Turkey. The ruling party in Turkey applies the methods and practises of political communication not only from one election, they fasten political communication practises every day and it can be seen that among the other parties in Turkey, AKP (the party in power) manipulates the practises of political communication effectively that is seen in the last electoral campaign which is resulted by 44.19 %[1] in AKP votes. On the other hand, when we compare it with other parties- vote rate- after AKP in electoral campaigns, it can be seen that these parties attach importance to political communication in recent years and they receive support from professionals in this field. However, when we consider the close relationship between political communication and democracies, it should be taken into consideration that , although AKP takes cognizance of practices of political communication mostly, democracy issue is still one of the most disputable arguments in Turkey. Based on this, how we could be of one mind about the effectiveness of the practises of political communication which is put account by ruling party in Turkey. On the other hand, when we consider the relationship between voters and electoral campaigns in Turkey that the results of elections in Turkey shows that the large part of the voters do not have the consciousness of political culture. For instance, Cem Uzan, who is the founder of The Young Party (Genà § Parti), gained 7.25%[2] vote rate in 2002, in a short time period while wandering from town to town with some concerts and dinner, the party reached different groups of masses through incompatible practices and techniques of political communication, discourses and techniques of political culture, however the success of the GP could not be maintained. It should be taken into con sideration in these circumstances that the success of political communication directly contributes to the political success. Conclusion As we see above that political communication is a very broad topic which is defined in the first years of the term as a relationship between governmental processes and its citizens which we mean here voters. We familiarized with the main actors of political communication which are media, political actors and voters. It should be taken into consideration that these political actors influence each other and in order to make the political communication effectively and successfully, the relationship among these actors is very significant issue. On the other hand, we referred integrity of both political communication and political culture. We saw the relationship among the actors of political communication such as political parties, governments, local governments, pressure groups, non-governmental organizations, the voters, the media, and etc. Furthermore, we clarified how media effects to the political communication referring to the comparative and historical perspectives of media systems. Furthermore, we saw that the practises of political communication contribute freewill, right of election and political information which voters need. The relationship between media and political parties has an incontrovertible impact in terms of political communication, as we remarked. It should be said that, in order to make political communication more effective in near future, it has to be sprawled more and should not be restricted with electoral campaigns, lastly applying the practises of political communication in everyday life will bring a new dimension to political communication. Bibliography 1-Gibson K. Rachel, Rà ¶mmele, 2008: â€Å"Political Communication†, within â€Å"Comparative Politics†, edited by Caramani D.Oxford Publications, 2-Street, J. , 2003: â€Å"Political Style and Popular Culture†, within â€Å"Media and the Restyling of Politics†, edited by Corner J. and Pels D. Online-accessed http://arsiv.ntvmsnbc.com/modules/secim2007/secim2002/genel.asp http://www.hurriyet.com.tr/yerel-secim-2014/ 1 [1] http://www.hurriyet.com.tr/yerel-secim-2014/ [2] http://arsiv.ntvmsnbc.com/modules/secim2007/secim2002/genel.asp
Monday, August 5, 2019
Teaching language functions
Teaching language functions Introduction                There are many different languages in our world that are different. And each language has its rule. Language function is a part of the language. Also, each language has its function, which is used to communicate. Moreover, language function makes us to communicate correctly. If we dont know about language function, the sentences that we talk to other people will not complete. Although they can understand, but it can change the meaning. As we are teachers, we should be careful in teaching the function of language because if we teach a wrong function, it means that the students will receive a wrong language system, too. Therefore, the teachers should be careful about the usage of verbs or tenses, phrases, structures and vocabulary because these are the main factors that we can make our students to write or speak English correctly. Nowadays, there are many ways to teach the students to learn language functions. Some students th ink that language functions are boring. Then, they dont want to learn. However, we should use the better teaching technique for our students.                Parker (2009) suggests that function is what the language used in language learning such as requesting, apologizing, ordering etc.                In my view, I think that the function of the language is something to control the meaning or expression of the communication. The language functions.                When we talk about language functions, we are talking about the reason we use a language. Basically, the function of language is used for communication; we use the language to give and receive messages between ourselves. We can break this down into language functions. When we communicate with language, we can:                Compare and Contrast                Make a complaint                Express love or anger                Persuade someone                Give advice                Ask for something                Ask for something politely                Hide the truth (lie)                Warm                Give information                Explain a process                Apportion blame                Avoid saying anything and so on.                Each language function can be associated with certain grammatical forms. For example, we often use modal verbs in a polite situation,                Might I borrow your pen?                Compare this to when the language function is one of demanding:                Give me your pen!                Although each language function deals with one main communicative need, it can cover different situations.                For example, Asking for information directions can be used not only in the context of tourists finding their way round town, but also with new employees who need to find their bearings in a large firm. The same goes for Instructing others. Here the relevant language will be about giving orders, making strong suggestions etc. these can be used at work and also outside work at a hotel, when hiring a car, ordering a meal, etc. There are 3 types of the language function such as:                First of all, informative languages function: essentially, the communication of information. They are: The informative function affirms or denies propositions, as in science or the statement of a fact. This function is used to describe the word or reason about it. These sentences have a truth value. The sentences are either true or false. Secondly, expressive languages function: reports feelings or attitudes of the writer or speaker, or of the subject.                For examples: Poetry and literature are among the best examples, but much of, perhaps most of, ordinary language discourse is the expression of emotions, feelings or attitudes. Two main aspects of this function are generally noted: evoking, certain feelings and expressing feelings. The last one, directive languages function: language used for the purpose of causing overt action. The directive function is most commonly found in commands and requests. Directive language is not normally considered true or false. Example of this function: Close the windows. The sentence Youre smoking in a nonsmoking area, although declarative, can be used to mean Do not smoke in this area. How to teach language functions.                The teacher should understand with the function of language clearly. In teaching, the teacher must give the students an example in each function. Moreover, the teacher may give them a situation that they can express the language function. For example: a student is at the restaurant, she wants to order something for her lunch. What will she say to a waiter? This is an example that the teacher may give to their students to think what the girl will say in order to order something. Therefore; ordering food is a function language.                Parker (2009) explains that introducing students to the function of language, the teacher can give them to perform tasks or talk about the past, present, or future. Although, the beginner level can learn how to greet people. The important thing to remember when teaching function language, the teacher should: Remember that the function does not appear in isolation. A request, or incitation, needs a reply. So, to give the students for a task, the teacher should teach in appropriate pairs. Intonation is very important in speaking English when the function of language is presented. The tone in speaking and emphasis is just as important as the particular choice of words. For example, Could I have your attention, please? It is used when we speak in class, even though it is spoken as a request, is a demand. Could I have the spaghetti? Which is spoken in a restaurant, would be a polite request. Remember the aspect of appropriacy. It is very important that the students must be careful of different situations which either for called formal English or allowed for a less formal option. In a restaurant, Can I have the spaghetti? It is less polite than Could I have the spaghetti, please?                Moreover, he says that one function can have many different language functions. Here are the examples of different functions: If you say anything, I will tell your parents. (Function-Threat/Warning) Ill do the hovering, if you do the washing up. (Function-Negotiation) Ill go to the shops for you. (Function-Offer)                And one function can be expressed using several different language structures. For example: If I were you, Id .. (2nd conditional) Why dont you (Present tense question negative) You should / ought . (Modal/auxiliary verb)                In addition, to teach a language function, the teacher may give the students some tasks or talk with them about the situations. The teacher should allow the students to study in the role play. In each situation, the students ought to tell the functions of language. To do like this will help the teacher knows the students ability in using language function. Examples of language function.                There is an example of teaching language function for students that I have planned to teach about these topics. In each topic, I write the functions of language that they will learn. Topics Functions There are example situations to use language function at various places. Introductions and commands.                Vocabulary                Im I am                Its It is                Lets Let us                Dont Do not The examples tasks.                Whats the real meaning?                The dialogue below shows the different exchange between the student and teacher.                Ann: I can hear the phone.                Paul: Im watching TV. Student: Why does Paul say Im watching TV? Teacher: Because hes is doing it now- at the moment of speaking. Student: But John is there he can see that Ann is having her lunch. Teacher: Exactly. Its happening now. Student: But why? The feedback The teacher does not focus on the functional meaning of Pauls utterance. In this context, Paul is making an excuse Im not going to answer the phone because Im having my lunch. It is only focused on the grammatical meaning of the structure Paul uses, does not to make this clear. Key Skill Understanding the underlying social meaning of certain utterances is at the heart of functional language. We often use language because we want to perform some kind of communicative act like making a request or offering advice. The expressions that we use to achieve this are known as functional exponents. Research According to Saichon Deeprasit, research on Analysis of Language Functions of Authentic Materials Based on Communicative Language Teaching. The purpose of this research was to analyze the language functions of authentic materials which had not been developed for educational purpose. Authentic materials were firstly analyzed into themes, topics and sub topics. Then their language functions were analyzed and developed six lesson plans for high school students. She used 70 authentic materials which were analyzed within 12 themes and the language functions were analyzed following 6 language function groups and 6 lesson plans were developed according to the highest frequency of occurrences found in each language function group. The language functions of imparting and seeking factual information; reporting including describing and narrating were the highest frequency of occurrences (84.29) From the research, it was found that in teaching language function, the students need to report, describe and narrate. It is a secondary research because the researcher has study from the language functions of authentic materials. (Saichon: Analysis of Language Functions of Authentic Materials Based on Communicative Language Teaching) Conclusion                From this research I think that it is very important for the teacher in teaching language function because it is based on communication. Most of the students do not understand with the function of language. Sometime, the students dont know when they are used in the situation and how they should talks with a receiver.                In my research, there are about the meaning of language functions, how to teach language functions and the examples of language functions. I am teaching grade 11 and the English textbook consists of 8 language functions, Introducing people, Giving an opinion, Giving directions, Making arrangements, Making a phone call, In a cafà ©, Buying a train ticket, and Giving advice. My students can communicate in English from these various situations both inside and outside classroom. They know not only what functions they can use with those situations, but also the language culture. For example, they can tell the tourist the way to Nong Prajak Park, or they can introduce their new friends to a foreign teacher. They also understand the appropriateness in using the language in formal or informal way. To illustrate, they said, May I come in, please? to get a permission from the teacher to enter the class whereas they said, Can I use your pen? to their friends. Besides, they can use the certain vocabulary according to the situations. They use the word, pay attention which means to be interested in. On the contrary, pay a lot of mon ey which means to spend money. Through my learning experience with Ajarn Steve Graham, language functions have benefited me in various ways. First of all, I can communicate in various situations by using the knowledge from the classroom to apply using them in reality. Moreover, on reading skill, I can cope with skimming, scanning, or even speed reading. In addition, on writing skill, I can express my ideas, agree or disagree from the articles both in the textbook and the one on his website, Harmony at all cost? Secondly, the comic section interests me in choosing the characters and making the dialogue which I think I wont have a chance to create this language function by myself. Most importantly, I have a good opportunity to express my opinion and discuss the interesting topics such as the educational system in Thailand and I can produce the target language from reading and writing skills through speaking skill. Language function is one of the major factors that ESL students need to learn. The potential communication has been created from the classroom first and the most success will consequently happen in the real world. References Alison Parker (2009). Why teach functions?. Retrieved December 26,2009, from http://www.teflengland.co.uk/blog.asp?blogid=26 Retrieved December 25, 2009 from http://schoolofTESL.com http://wiki.answers.com/Q/What_are_the_functions_of_the_Engish_language H.G.Widdowson(1978). Teaching language as communication. Oxpford University press. Saichon Deeprasit. Analysis of Language Functions of Authentic Materials Based on Communicative Language Teaching. Chiang Mai University.
Sunday, August 4, 2019
Henrik Isbens A Dolls House :: A Dolls House Essays
Torvald Holmer's refusal to borrow money displays the character of a proud and controlling man. Helmer provided the financial support for his family through hard work, not depending on others for money. When Torvald's law practice did not provide financially, he sought a job at the bank. After Helmer received a promotion at the bank, Nora felt they could now afford to be extravagant for Christmas. Nora says, "This is the first Christmas that we have not needed to economize." Torvald announces that his promotion is not until ". . . after the New Year," so Nora blurts out ". . . we can borrow till then." Helmer interprets Nora's spending of money as wasteful and foolish, telling her "That is like a woman! ...There can be no freedom or beauty about a home life that depends on borrowing and debt." Obviously Torvald earns and manages the money in the house, and he attributes Nora's lack of understanding of these matters to her gender. Torvald views a woman's place to beautify the home through proper management of domestic life, behavior, and appearance. Helmer demeans Nora about spending in calling her "sweet little spendthrift, but she sure uses up a deal of money . . . " After accusing Nora of being irresponsible with money, Torvald rejoices at her dependence on him stating, ". . . Is my little squirrel out of temper? ...what do you think I have here?" Nora exclaims, "Money!" Torvald finds merriment in watching her happy reaction to him giving her money, and Nora saying, ". . . Thank you, thank you, . . . " This illustrates the helplessness of Nora and her dependence on Helmer, causing him to feel in control. 8. Nora's secret crime confessed to Christine Linde, a childhood friend, had been to save her deathly ill husband's life by borrowing money. She borrowed the money from Krogstad, without getting her husband's permission. As Nora and Christine palaver about their lives, Nora explains the financial hardships they had. "...Torvald left his office . . . There was no prospect of promotion . . . during the first year he overworked himself dreadfully . . . but he could not stand it, and fell dreadfully ill, and the doctors said it was necessary for him to go south." Since he was in danger of dying, Nora's explanation was that the doctors urged them to live in the South for a year; yet they thought Helmer should not know how ill he really was.
Saturday, August 3, 2019
The Adventures of Huckleberry Finn :: essays research papers
The character I chose to do my essay on from the book, The Adventures of Huckleberry Finn; is Tom. If I had to pick three words of the top of my head that best describes him those words would be: fanciful, trickster, and adventurous.                                             The reason I chose fanciful is because; Tom reads a lot of fiction books and books about fantasy. Whatever he reads he tries to live out in real life. Since Tom reads fiction and fantasy books he lives by the laws of fantasy not reality. He also told Jim that he had to have a coat of arms before he gets out the shack. Tom said in all books the person escaping always left behind a coat of arms.      The reason that I chose trickster for my second choice is because he showed examples through out the whole book of being a trickster, like when he snuck out the house with Huck and looked into the window and saw Jim sleeping so Tom decided to go in the house and take of his hat and hang it on the tree outside. So Jim thought that witches did it. Also when Jim was locked in the cabin and Tom knew that he was free but he didn’t let Jim know and made Jim think he wasn’t free and somehow they were going to have to break him out.      The last word I chose was adventurous the reason I chose adventurous was because all Tom had to do was steal the key and get Jim out but he said it was to easy and to boring he wanted it to be harder. Also Tom was willing to dig Jim out with spoons even it took weeks and years. The last thing that showed me he loved adventures
Friday, August 2, 2019
Gender Roles in American Society Essay -- Sociology American Culture
Gender Roles in American Society      Femininity and masculinity are topics that have been debated over in our society extensively, through psychological research and day to day interaction with people. Children learn from their parents as well as society the concept of â€Å"feminine†and â€Å"masculine.†The majority of people tend to believe that these conceptions are biological but I believe it is more cultural. From birth, female children are shaped by society as being sweet, caring, loving, and delicate and usually associated with the color pink. While male children are shaped by being tough, aggressive, and competitive and associated with the color blue. As these children grow, the boy is given a football to play with and the girl a Barbie. All of these aspects illustrate how gender socialization takes place early in children’s lives and how society has made it a norm to accept these stereotypes.      The majority of the stereotypes are usually influenced by the child’s parents. Children are not worried about their gender or identity until late childhood. It is then that the child will begin to develop a sense of self and begin to understand their own identity. Gender roles in Western culture have been changing constantly in recent years due to the fact that there are constant changes in our society (women entering the workforce, Betty the homemaker is not too ideal these days, and single parent homes). Gender roles are part of the socialization process. These ideals are...
Thursday, August 1, 2019
Hildegard of Bingen Life and Music Essay
Hildegard was born in 1098 to a noble German family at Bermersheim, south of Mainz. According to Hildegard’s biography, her parents offered her as the youngest often children to God as a tithe. Hildegard of Bingen was born in 1098 on her parent’s estate near Alzey in Rhenish Hesse. She was the tenth and last child of the noble couple Hildebert and Mechtild of Bermersheim. Seven of her brothers and sisters are known by name. In 1106, when she was eight years old, her parents consecrated her to God, entrusting her to Jutta of Spanheim, who was living as a hermit at the Benedictine monastery at Disibodenbeg. The monk Volmar, who became Hildegard’s personal friend and amanuensis, saw to her later education. Between 1112 and 1115, Hildegard professed her vows as a Benedictine nun. â€Å"As Jutta’s spiritual flume grew, a religious community for women led by the recluse was established; upon Jutta’s death in 1136, Hildegard was elected head of the community†. In 1141, at the age of forty-two years and seven months, Hildegard heard a voice from heaven that directed her to record the visions she had experienced since early childhood. At first reluctant, Hildegard finally acquiesced to the bidding of the Living Light . â€Å"As her writings became well known, Hildegard developed a reputation as a prophetess and healer. However, her prophetic ability did not manifest itself in predictions of the future but rather in an understanding and interpretation of contemporary events†. Five years later, in 1141, through an especially brilliant vision, she received the divine command to write down her visions. Just as on previous occasions. she resisted, became ill, and recovered only when she began to record her visions. Her hesitation was rooted in her strong critical views of charlatans. Pope Eugenius III. aware of the written account and on the recommendation of Bernard of Claivaux, read the first part of her Scivias before the Synod of Trier (1147â€â€49). At the same time, he sent a papal commission to Disibodenberg to study the authenticity of Hildegard’s visions. When he became certain of her genuineness, the Pope gave the Church’s approval in a letter and encouraged Hildegard to continue her writing. In addition to her spiritual duties, Hildegard was engaged in the secular events of her day. She corresponded with temporal and religious Ieaders, providing advice and urging reform. Although Frederick I Barbarossa had invited her to his imperial palace at Ingeiheim, Hildegard later admonished the emperor because of his support of three anti-popes. Nonetheless, she obtained letters of protection from Frederick that saved the Rupertsberg community when fighting broke out between imperial troops and those loyal to the Pope. Hildegard undertook three preaching tours between 1158 and 1163 and a final one in 1170â€â€1171; her travels took her to cathedral cries and monastic communities along the Upper and Lower Rhine as well as to more distant venues like Wikrzburg and Bamberg. The purpose of the tours was to promote monastic and clerical reform and to combat heretical sects, in particular the Cathars. As the Benedictine abbess’s reputation grew, the Rupertsberg communitv flourished. With the increased number of residents, a second community to accommodate young women of a less noble background was established in 1165 across the Rhine River near Eibingen. Because Hildegard intervened to bury a man who purportedly had died excommunicated, the Eibingen and Ruperrsberg communities were placed under interdict in 1178, unable to hear Mass, receive the Eucharist, or sing the Divine Office. The matter was resolved and the interdict lifted just six months before the abbess’s death on September 17, 1179 . From 1112 to 1182, Hildegard went through a life of nunnery and composers. At first, her piece has been directed towards the religious angles of Benedictines, mainly sung, and utilized in churches to which she had served. However, by 1182, the trigger of her success in the field of music has soared massively through her several compositions that proved of value. The fame of her scores had eventually reached and influence the current time; however, questions lie, such as how did her fame started? How and what are the influences provided by her compositions? Lastly, how was this look upon during her times as well as the present musical field?
Black People and Affirmative Action Essay
Please be advised that Assignment One on the printed Tutorial Letter 101/3/2013 on pages 12 – 14 has a number of both typographical and numerical mistakes. This happened as a result of a number of factors: the initial assignment reading was too costly for the Department to commission in terms of copyright and had to be retracted at the last minute. The reading on â€Å"Affirmative Action: a losing battle? †was then included but with an almost impossible deadline, which resulted in the errors reflected therein. This is regrettable and we apologise for any inconvenience this might have cost you. The corrected version of the assignment is on page 3 and is attached to this TL and again on my UNISA for your convenience. The marks are out of 100 marks – 50 for Section A and 50 marks for Section B. NB: Please note that the due date has not changed in any way (4 March 2013). 2 ENN103F/102 8. 4. 1. FIRST SEMESTER ASSIGNMENTS The purpose of this assignment is to teach you how to read an article and to critically engage in academic reading and reflecting on the material in an academic manner by answering the short paragraph questions provided as well as an essay. Assignment 01 will be marked fairly fully and sent back to you. Affirmative action: a losing battle? There are considerable reasons to suppose that this topic, which affects all citizens of South Africa, in particular, seems dated. In some instances it is a policy viewed with hostility as it is said to discriminate against sections of the population, yet in others it is seen as beneficial to women, black people and the disabled. Studies show that in many instances this form of historical redress has proven a hindrance to performance and makes the beneficiaries doubt their abilities when viewed by their superiors. This has a negative effect on an organization since the quality of work is seen as being sub-standard. Equally, there are significant indicators, both in industry and the private sector, that the opening up of previously closed avenues through the policy of affirmative action made companies perform better since the beneficiaries of such workplace selection viewed their work as a challenge. Where beneficiaries claim stigmatization by such a selection process, it means they prefer not to have been selected through such efforts. Either way, the battle seems to go on and on. In the light of this ongoing and divisive debate, the level of debate regarding the policy has not progressed further since comparative studies of the policy have not been seriously undertaken. There has been no systematic study of the developments in how the policy actually proves beneficial as a tool of redress. Part of the reason is that, firstly, there is a lack of monitoring of what goes on in organizations, and secondly, that the regulations are not strictly enforced. For instance, companies will usually ‘front’ a black person, a woman or a disabled person, as a chief executive officer and leave the matter of compliance as a secondary issue. Rarely do such companies face serious consequences even if they do business with the government. The question then is whether a time limit should be placed on the policy and Act or whether it should be declared unconstitutional. Consideration has not been taken, for instance, of measures used in other countries to actively promote privilege. Very few advocacy groups ever mention the Naturalization Act of 1790, the Homestead Act of 1862 or even the Federal Housing Administration Loan Program of the 1930s used by the government of the United States of America to promote racial preference; or that such Acts were also used as models for other racially divided societies. Advocacy groups for and against the policy and Act have routinely made it a point that the policy is unsettling, needless and discriminatory, on the one hand, while others argue forcefully that the amelioration of past injustices justifies its implementation. Whichever side is on the ascendancy cannot take the other side’s viewpoint, and in the end the past divisions are set to continue. 3 SECTION A: Short questions Answer the following questions in short paragraphs. Please note that each question will be marked out of 10 marks: 1. 2. 3. 4. 5. Is the affirmative action policy morally defensible? Explain. In your opinion, which country has successfully implemented the policy of affirmative action and why did it succeed? In your view, why did the South African government choose to implement the Affirmative Action policy and Act, and was it ever justifiable? Does the policy need to be discontinued after a certain length of time, and why? In your opinion, why is it that people from a different racial group are unemployable in certain sectors of the economy and not in others? [10 X 5 = 50] SECTION B: Essay Write an essay of approximately one and a half page on either of the questions below. Please note that each essay will be marked out of 50 marks: 1) Do you think cultivating an equal opportunity society has helped countries such as South Africa and America to move forward? In a carefully worded essay, show why this is the case or why it is not. OR 2) To what extent do you consider such a policy and act relevant to the needs of any society today? [50 marks] Best wishes The ENN103F Team 4.
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