Impact of Video Games in Society

A video game is an interactive computer that displays a video signal, allowing you to play thousands of games on your television or handheld video game device. (Wikipedia, Video Game) We have came a very long way since the very first type of video game console was invented by Ralph Baer in 1967. From the very first console, the â€Å"Brown Box† to the more interactive video game consoles such as the Wii, Playstation, XBOX or the handheld Nintendo DS. Regardless of which video game is being used, it has made a huge impact in life's of many children, as well as adults today.In the beginning, the games were user friendly and parents did not have much to worry about if they purchased a video game for their child. Take Pac Man for example, a very simple game where the player â€Å"Pac Man† eats dots and tries to avoid getting touched by an enemy. Now in 2012, we have games such as Call of Duty which focuses on killing members of the opposite team. As we as a society became m ore developed in technology, the video game systems became more and more high tech. For today's generation, playing a 3D interactive video game is normal.The manifest function of video game systems of today is the ability to connect the console to your television and even internet and play virtually with friends online. In 2009, it was reported by the Entertainment Software Association that nearly sixty-eight percent of households told have at least one gaming system. There are many video games aimed at children today that can be used as a learning tool. However, the amount of violent games greatly outweighs the educational ones. There are many sociological impacts from video gaming systems today.Gaming systems are a very popular way of keeping children and teenagers entertained. Teenagers and children are becoming more and more addicted to these gaming systems everyday, which could lead to many issues such as poor school work or childhood obesity. Instead of doing homework or playi ng outside as we did before video games became popular, children are spending hours a day sitting on the couch due to the addictiveness of these games. Many of the games being sold today are full violence and teaching children bad morals such as sexuality, drug trafficking and even rape. According to Dr.Craig Morrison, a professor of psychology at Iowa State University, even if children are playing games without violence, these children are forty percent more likely to show aggressive behavior after playing. The latent functions of these video gaming systems are quite clear. If we continue to allow children to play them it will lead to childhood obesity, violence as they grow older and even lack of motivation to communicate with the real world. In 2007 a sixteen year old boy in Ohio killed his own mother and shot his father simply because they took a game away from him, â€Å"Halo 3. According to the boy's lawyer, he was injured in an accident that did not allow him to go anywhere, so he focused all of his time, energy, and mostly anger on playing this video game. When his parents decided the game was too violent, they took it away, causing the boy to snap. This is just one example of how video games can unintentionally lead to violence, and in this case death. The University of Texas performed a study on the relations of childhood obesity and video games.Results were found to be that video games, due to their addictiveness were the cause of the children's overweight status, and not linked to watching television as some may argue. It was found that children with a high weight status spent more time inside and less time performing outside activities, such as sports or riding bicycles. Perhaps the parents are to blame for allowing their children to do this; however, many parents today are of the working class group, sometimes being forced to leave their children unattended to do whatever they please. Each and every video game is required to have a rating. There are seven total.Early childhood being the most non-violent and inappropriate. The rating Adults Only, requiring the purchaser to be eighteen years or older. Titles in this category usually include scenes of intense violence and or graphic sexual content and nudity. Even with the ratings, these video games are still getting into the hands of children. As our society and technology begins to grow, the problem will continue to worsen.Citations: (Iowa State University Newspaper Article) http://www. public. iastate. edu/~nscentral/news/2007/mar/vvg. shtml (Cleavlead. com Article) http://blog. cleveland. com/metro/2008/12/boy_killed_mom_and_shot_dad_ov. html

Women’s Studies

Major Essay Women across the world face challenges and experiences such as gender class inequality, oppression, struggle with identity, sexual awakening, women's objectification, personal resistance, reliving women's history, female empowerment and etc. These are some of the themes that will be addressed In this essay. These themes will be supported by feminist short stories from books such as â€Å"The Yellow Wallpaper and other stories† by Charlotte Perkins Gillian and â€Å"The Bloody Chamber and other stories† by Angela Carter.Through the use of aesthetic texts, women's challenges and experiences will be interpreted using the themes in these stories. In the story â€Å"The Yellow Wallpaper† by Charlotte Perkins Gillian, focuses on women living In the 19th century where men have a high standing In the social hierarchy that oppressed women, Gender plays a big role In social hierarchy. Even a rich woman cannot exercise the same rights and privileges as men would . Women were not given the same equality as men. Gillian focuses on the themes such as personal resistance and women's history.As the narrator in this story battles with err own psychological mind and the outside world, she slowly falls into deep madness as her obsession grows with the yellow wallpaper. To relief herself from going Insane, she keeps a Journal that exercises her creative mind as her husband prohibits It. This act of writing In her Journal Is also similar to the movie, The Hours where the character Virginia Wolf wrote everyday to keep herself sane in her confinement. The wallpaper represented her sanity and freedom.As a show of resistance from her husband she tore the wallpaper, which made her feel free and powerful. â€Å"l wonder if they all come out of that wallpaper as I did? (Gillian 34) shows her longing of freedom and resistance. Women during this time period did not have much value as they were expected to be only wives and mothers and cannot carry on other r esponsibilities. â€Å"It Is so discouraging not to have any advice and companionship about my work† (Gillian 24) as her husband instructed her to stay in confinement and away from writing.She has spent her days confined in a room where there is only a window to look at which eventually made her insane. As a woman living In the 19th century, the narrator had no control over her own life and had let her husband dominate her. Women did not have the same opportunities as men did. The author's use of these themes gave the story a powerful message of women longing for freedom and equality in their society. In the story, â€Å"If I Were A Man† by Charlotte Perkins Gillian, focuses on a woman who fought social boundaries and â€Å"take risk to improve themselves and their material condition† (Hoofers 36).As in this story, women were not ready for business but Gillian challenged that. Gillian focuses on the themes such as gender Identity and empowerment, During this tim e period, women's roles were to stay confined In their preference in gender role was examined in this story, â€Å"Gerald had already about that bill, over which she- as Mollie- was still crying at home† (Gillian 39) shows how different the roles of men and women were. Women were the only subdue to be emotional who stayed at home while the men were the ones who held themselves together with pride and dignity.Mollie Matheson finds herself to be happy when she becomes her husband Gerald â€Å"walking down the path so erect and square- shouldered† (Gillian 35) as manly as she can ever be. The thought of being a man gave Mollie a sense of pride and dignity compared to when she was a woman. In Mollies sense to have equality amongst men, she â€Å"felt such freedom and comfort† (Gillian 36) in becoming Gerald as she has all these privileges a woman would not have. Empowerment became a big symbol once Mollie started to earn money and privileges only men would have had. She never had dreamed of how it felt to have pockets† (Perkins 36) shows how she realizes that she is powerful having money and being able to support herself without the need of having a man to rely on. The themes used in this story became an awakening for women to reach higher and climb the social hierarchy to have equal opportunities as men do. In the story, â€Å"The Cottage† by Charlotte Perkins Gillian, focuses closely on how traditional male and female roles are slowly evolving. In this story, despite of the old believe in women serving as wives and housekeepers was challenged.Gillian focuses on themes such as gender identity and status. Malta is expected to be nothing but a wife and housekeeper as â€Å"what they care for most, after all, is domesticity†¦ What they want to marry is a homemaker† (Gillian 55) according to her friend. This shows how inequality and lack of freedom plays along in traditional roles f women. Also, Mammal's lack of independe nce and longing for Ford's approval shows how she follows the traditional role of a woman. â€Å"l could cook. I could cook excellently†¦ But if it was a question of pleasing Ford Mathews- † (Gillian 56) as her goal was to please Ford and nothing but Ford.Women were expected to act polite and demure, as they do not want their status to be devalued. â€Å"†¦ She thought it would look better if we had an older person with us†¦ † (Gillian 57) shows how women are confined to act a certain way and are not able to show who they truly are. Women are also seen as trophies or objects a man can have whenever he wishes, â€Å"And woman? He will hold her, he will have her when he pleases† (Gillian 100). Women were treated nothing equally as men but in this story, this concept was challenged.The themes in this story reminds us that women do have traditional roles but can always do something more than being a wife or housekeeper. In the story, â€Å"The Bloody Chambers† by Angela Carter focuses on sexual awakening and women's objectification through fairytale storytelling. This challenges the typical fairytale story in which is structured as pleasant and happy into gory and violent. The heroine was blossoming into adulthood as she experiences her sexual awakening upon to losing her virginity. â€Å"†¦ Away from Paris, away from girlhood, away from the white, enclosed quietude of my mother's apartment†¦ (Carter 7) shows her freedom from childhood and practice her sexual curiosity. She also compares the act of â€Å"†¦ A tender, delicious ecstasy of excitement†¦ † (Carter 7) leading up to intercourse as meet her husband. She longs and waits the moment when her husband deflowers women â€Å"have been major targets of sexual stereotypical and detrimental orphaned† (Adams and Fuller 7) and seen as sexual objects. Marquis viewed the heroine as a sexual object that he can torture and violate. The heroine felt violated as Marquis in a way forced her to undress and deflower her like â€Å"disrobing of the bride, a ritual from the brothel† (Carter 15).The heroine is comparing the lost of her virginity as a ritual from a brothel depicts how disrespected and disgusted she felt while doing this act. Marquis was a power hungry who showed no respect to her brides. The heroine did not feel that losing her virginity was a special act but rather a aromatizing experiences as â€Å"watched a dozen husbands approach me in a dozen mirrors†¦ â€Å"(Carter 15). Although the story ended with a happy tone, the story still degrades women as the heroin was relieved that she was able to cover her red mark as the blind piano tuner â€Å"cannot see it†¦ T spares me shame† (Carter 41). The themes portrayed in this story shows that fairytale stories objectify women and given women a lesser value then they should have. In the story, â€Å"Puss in Boots† by Angela Carter exami nes the role of violence in sex and woman' objectification. The young woman was predicted as a poor girl who was arced to marry a rich man. In this case, gender and class play a role in social status in this story. As Signor Pantone symbolizes violence and sex for the young woman, as she wishes for sexual gratification she must submit to violence. L gave her the customary tribute of a few firms thrusts of my striped loins† (Carter 70). As Signor Pantone was murdered and passed away, the young woman and Puss' master proceeded with the act of intercourse despite having a dead corpse next to them. â€Å". They're at it, hammer and tongs, down on the carpet since the bed is occupy† (Carter 04) shows the young woman's absurd attraction of violence towards sex. It seems like the young woman is aroused by the acts of violence around her. Women were called unpleasant names and were treated as property by their masters or husbands.One of Signor Pantheon's servants was being call ed a â€Å"hag† and described as someone who is very ugly and useless. Also, Signor Pantaloon sees the young woman as property and a sense of please giver. She is also a prisoner of her own where she can only â€Å"sit in a window for one hour and one hour only' (Carter 101) shows how she doesn't have freedom and is being held captive by her own husband. The themes of violence in sex and women's objectification helped shaped the story poor outlook on women's value. In the story, â€Å"The Tiger's Bride† by Angela Carter focuses on women's objectification and sexual awakening.The heroine is a beauty whose father had a gambling addiction in which he had lost to the Beast. The heroine then was used as a wager for her father' gambling addiction. â€Å"My father lost me to The Beast at cards. † (Carter 60) shows how devalued the heroine is. There is also patriarchy played in this story. As the father and the beast holds the heroine in captivity and she has o voice i n her own life. â€Å"My father said he loved me yet he staked his daughter on a hand of cards. † (Carter 62) shows how helpless and out of control the heroine's life is.She is being used as an object and nothing more but a value of money and not life itself. The heroine's sexual awakening is measured when she transforms into a beast. This also signifies sex and birth as a way of her transformation. Losing her virginity lick the skin off me! † (Carter 69) she describes herself being reborn into a tigress. This act of rebirth signifies a man's reclaim in sex, as a man controls a woman during intercourse. This also ties in with violence in sex as she sheds blood during intercourse and sheds her own skin to become awaken.The themes delivered a powerful message of the pain and relief in finding one's awakening. Through the use of feminist themes and ideas, writers Charlotte Perkins Gillian and Angela Carter sent powerful messages in their short stories. Charlotte Perkins Gi llian mostly used the feminist themes such as personal resistance and gender identity to explain the underlying meanings in her stories. Characters in Sailing's writings were rebellious and did not conform to social norms. As they, freely expressed themselves in their own way with a positive ending.Contrary in Angel Carter's writings, focused on themes such as women's objectification and sexual awakening. The male characters usually portrayed having some essence of evil controlling the female character. The stories in Carter's books are very dark and sexual. Some descriptions in her writing almost have a sense of pornographic image. Both writers gave us a grasp on how themes powerfully send messages throughout the stories. Adams, Terrier M. , and Douglas B. Fuller. â€Å"The Words Have Changed But the Ideology Remains the Same: Misogynistic Lyrics in Rap Music. Women’s Studies Black Feminist Thought in the Matrix of Domination From Patricia Hill Collins, Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment (Boston: Unwin Hyman, 1990), pp. 221–238 Black feminist thought demonstrates Black women's emerging power as agents of knowledge. By portraying African-American women as self-defined, self-reliant individuals confronting race, gender, and class oppression, Afrocentric feminist thought speaks to the importance that oppression, Afrocentric feminist thought speaks to the importance that knowledge plays in empowering oppressed people.One distinguishing feature of Black feminist thought is its insistence that both the changed consciousness of individuals and the social transformation of political and economic institutions constitute essential ingredients for social change. New knowledge is important for both dimensions of change. Knowledge is a vitally important part of the social relations of domination and resistance. By objectifying African-American women and recasting our experiences to serve the interests of elite white men, much of the Eurocentric masculinist worldview fosters Black women's subordination.But placing Black women's experiences at the center of analysis offers fresh insights on the prevailing concepts, paradigms, and epistemologies of this worldview and on its feminist and Afrocentric critiques. Viewing the world through a both/and conceptual lens of the simultaneity of race, class, and gender oppression and of the need for a humanist vision of community creates new possibilities for an empowering Afrocentric feminist knowledge. Many Black feminist intellectuals have long thought about the world in this way because this is the way we experience the world.Afrocentric feminist thought offers two significant contributions toward furthering our understanding of the important connections among knowledge, consciousness, and the politics of empowerment. First, Black feminist thought foste rs a fundamental paradigmatic shift in how we think about oppression. By embracing a paradigm of race, class, and gender as interlocking systems of oppression, Black feminist thought reconceptualizes the social relations of domination and resistance.Second, Black feminist thought addresses ongoing epistemological debates in feminist theory and in the sociology of knowledge concerning ways of assessing â€Å"truth. † Offering subordinate groups new knowledge about their own experiences can be empowering. But revealing new ways of knowing that allow subordinate groups to define their own reality has far greater implications. Reconceptualizing Race, Class, and Gender as Interlocking Systems of Oppression â€Å"What I really feel is radical is trying to make coalitions with people who are different from you,† maintains Barbara Smith. I feel it is radical to be dealing with race and sex and class and sexual identity all at one time. I think that is really radical because it has never been done before. † Black feminist thought fosters a fundamental paradigmatic shift that rejects additive approaches to oppression. Instead of starting with gender and then adding in other variables such as age, sexual orientation, race, social class, and religion, Black feminist thought sees these distinctive systems of oppression as being part of one overarching structure of domination.Viewing relations of domination for Black women for any given sociohistorical context as being structured via a system of interlocking race, class, and gender oppression expands the focus of analysis from merely describing the similarities and differences distinguishing these systems of oppression and focuses greater attention on how they interconnect. Assuming that each system needs the others in order to function creates a distinct theoretical stance that stimulates the rethinking of basic social science concepts.Afrocentric feminist notions of family reflect this reconceptualizat ion process. Black women's experiences as blood mothers, other mothers, and community other mothers reveal that the mythical norm of a heterosexual, married couple, nuclear family with a nonworking spouse and a husband earning a â€Å"family wage† is far from being natural, universal and preferred but instead is deeply embedded in specific race and class formations.Placing African-American women in the center of analysis not only reveals much-needed information about Black women's experiences but also questions Eurocentric masculinist perspectives on family Black women's experiences and the Afrocentric feminist thought rearticulating them also challenge prevailing definitions of community. Black women's actions in the struggle or group survival suggest a vision of community that stands in opposition to that extant in the dominant culture.The definition of community implicit in the market model sees community as arbitrary and fragile, structured fundamentally by competition an d domination. In contrast, Afrocentric models of community stress connections, caring, and personal accountability. As cultural workers African-American women have rejected the generalized ideology of domination advanced by the dominant group in order to conserve Afrocentric conceptualizations of community.Denied access to the podium, Black women have been unable to spend time theorizing about alternative conceptualizations of community. Instead, through daily actions African-American women have created alternative communities that empower. This vision of community sustained by African-American women in conjunction with African-American men addresses the larger issue of reconceptualizing power. The type of Black women's power discussed here does resemble feminist theories of power which emphasize energy and community.However, in contrast to this body of literature whose celebration of women's power is often accompanied by a lack of attention to the importance of power as domination, Black women's experiences as mothers, community other mothers, educators, church leaders, labor union center-women, and community leaders seem to suggest that power as energy can be fostered by creative acts of resistance. The spheres of influence created and sustained by African-American women are not meant solely to provide a respite from oppressive situations or a retreat from their effects.Rather, these Black female spheres of influence constitute potential sanctuaries where individual Black women and men are nurtured in order to confront oppressive social institutions. Power from this perspective is a creative power used for the good of the community, whether that community is conceptualized as one's family, church community, or the next generation of the community's children. By making the community stronger, African-American women become empowered, and that same community can serve as a source of support when Black women encounter race, gender, and class oppression. . . Appr oaches that assume that race, gender, and class are interconnected have immediate practical applications. For example, African-American women continue to be inadequately protected by Title VII of the Civil Rights Act of 1964. The primary purpose of the statute is to eradicate all aspects of discrimination. But judicial treatment of Black women's employment discrimination claims has encouraged Black women to identify race or sex as the so-called primary discrimination. To resolve the inequities that confront Black women,† counsels Scarborough, the courts must first correctly conceptualize them as ‘Black women,' a distinct class protected by Title VII. † Such a shift, from protected categories to protected classes of people whose Title VII claims might be based on more than two discriminations, would work to alter the entire basis of current antidiscrimination efforts. Reconceptualizing phenomena such as the rapid growth of female-headed households in African-America n communities would also benefit from a race-, class-, and gender-inclusive analysis.Case studies of Black women heading households must be attentive to racially segmented local labor markets and community patterns, to changes in local political economies specific to a given city or region, and to established racial and gender ideology for a given location. This approach would go far to deconstruct Eurocentric, masculinist analyses that implicitly rely on controlling images of the matriarch or the welfare mother as guiding conceptual premises. . . Black feminist thought that rearticulates experiences such as these fosters an enhanced theoretical understanding of how race, gender, and class oppression are part of a single, historically created system. The Matrix of Domination Additive models of oppression are firmly rooted in the either/or dichotomous thinking of Eurocentric, masculinist thought. One must be either Black or white in such thought systems–persons of ambiguous ra cial and ethnic identity constantly battle with questions such as â€Å"what are your, anyway? This emphasis on quantification and categorization occurs in conjunction with the belief that either/or categories must be ranked. The search for certainty of this sort requires that one side of a dichotomy be privileged while its other is denigrated. Privilege becomes defined in relation to its other. Replacing additive models of oppression with interlocking ones creates possibilities for new paradigms.The significance of seeing race, class, and gender as interlocking systems of oppression is that such an approach fosters a paradigmatic shift of thinking inclusively about other oppressions, such as age, sexual orientation, religion, and ethnicity. Race, class, and gender represent the three systems of oppression that most heavily affect African-American women. But these systems and the economic, political, and ideological conditions that support them may not be the most fundamental oppre ssions, and they certainly affect many more groups than Black women.Other people of color, Jews, the poor white women, and gays and lesbians have all had similar ideological justifications offered for their subordination. All categories of humans labeled Others have been equated to one another, to animals, and to nature. Placing African-American women and other excluded groups in the center of analysis opens up possibilities for a both/and conceptual stance, one in which all groups possess varying amounts of penalty and privilege in one historically created system. In this system, for example, white women are penalized by their gender but privileged by their race.Depending on the context, an individual may be an oppressor, a member of an oppressed group, or simultaneously oppressor and oppressed. Adhering to a both/and conceptual stance does not mean that race, class, and gender oppression are interchangeable. For example, whereas race, class, and gender oppression operate on the so cial structural level of institutions, gender oppression seems better able to annex the basic power of the erotic and intrude in personal relationships via family dynamics and within individual consciousness.This may be because racial oppression has fostered historically concrete communities among African-Americans and other racial/ethnic groups. These communities have stimulated cultures of resistance. While these communities segregate Blacks from whites, they simultaneously provide counter-institutional buffers that subordinate groups such as African-Americans use to resist the ideas and institutions of dominant groups. Social class may be similarly structured.Traditionally conceptualized as a relationship of individual employees to their employers, social class might be better viewed as a relationship of communities to capitalist political economies. Moreover, significant overlap exists between racial and social class oppression when viewing them through the collective lens of fa mily and community. Existing community structures provide a primary line of resistance against racial and class oppression. But because gender cross-cuts these structures, it finds fewer comparable institutional bases to foster resistance.Embracing a both/and conceptual stance moves us from additive, separate systems approaches to oppression and toward what I now see as the more fundamental issue of the social relations of domination. Race, class, and gender constitute axes of oppression that characterize Black women's experiences within a more generalized matrix of domination. Other groups may encounter different dimensions of the matrix, such as sexual orientation, religion, and age, but the overarching relationship is one of domination and the types of activism it generates.Bell Hooks labels this matrix a â€Å"politic of domination† and describes how it operates along interlocking axes of race, class, and gender oppression. This politic of domination refers to the ideolog ical ground that they share, which is a belief in domination, and a belief in the notions of superior and inferior, which are components of all of those systems. For me it's like a house, they share the foundation, but the foundation is the ideological beliefs around which notions of domination are constructed.Johnella Butler claims that new methodologies growing from this new paradigm would be â€Å"non-hierarchical† and would â€Å"refuse primacy to either race, class, gender, or ethnicity, demanding instead a recognition of their matrix-like interaction. † Race, class, and gender may not be the most fundamental or important systems of oppression, but they have most profoundly affected African-American women. One significant dimension of Black feminist thought is its potential to reveal insights about the social relations of domination organized along other axes such as religion, ethnicity, sexual orientation, and age.Investigating Black women's particular experience s thus promises to reveal much about the more universal process of domination. Multiple Levels of Domination In addition to being structured along axes such as race, gender, and social class, the matrix of domination is structured on several levels. People experience and resist oppression on three levels: the level of personal biography; the group or community level of the cultural context created by race, class, and gender; and the systemic level of social institutions.Black feminist thought emphasizes all three levels as sites of domination and as potential sites of resistance. Each individual has a unique personal biography made up of concrete experiences, values, motivations, and emotions. No two individuals occupy the same social space; thus no two biographies are identical. Human ties can be freeing and empowering, as is the case with Black women's heterosexual love relationships or in the power of motherhood in African-American families and communities. Human ties can also be confining and oppressive.Situations of domestic violence and abuse or cases in which controlling images foster Black women's internalized oppression represent domination on the personal level. The same situation can look quite different depending on the consciousness one brings to interpret it. This level of individual consciousness is a fundamental area where new knowledge can generate change. Traditional accounts assume that power as domination operates from the top down by forcing and controlling unwilling victims to bend to the will of more powerful superiors.But these accounts fail to account for questions concerning why, for example, women stay with abusive men even with ample opportunity to leave or why slaves did not kill their owners more often. The willingness of the victim to collude in her or his own victimization becomes lost. They also fail to account for sustained resistance by victims, even when chances for victory appear remote. By emphasizing the power of self-def inition and the necessity of a free mind, Black feminist thought speaks to the importance African-American women thinkers place on consciousness as a sphere of freedom.Black women intellectuals realize that domination operates not only by structuring power from the top down but by simultaneously annexing the power as energy of those on the bottom for its own ends. In their efforts to rearticulate the standpoint of African-American women as a group, Black feminist thinkers offer individual African-American women the conceptual tools to resist oppression. The cultural context formed by those experiences and ideas that are shared with other members of a group or community which give meaning to individual biographies constitutes a second level at which domination is experienced and resisted.Each individual biography is rooted in several overlapping cultural contexts–for example, groups defined by race, social class, age, gender, religion, and sexual orientation. The cultural comp onent contributes, among other things, the concepts used in thinking and acting, group validation of an individual's interpretation of concepts, the â€Å"thought models† used in the acquisition of knowledge, and standards used to evaluate individual thought and behavior. The most cohesive cultural contexts are those with identifiable histories, geographic locations, and social institutions.For Black women African-American communities have provided the location for an Afrocentric group perspective to endure. Subjugated knowledges, such as a Black women's culture of resistance, develop in cultural contexts controlled by oppressed groups. Dominant groups aim to replace subjugated knowledge with their own specialized thought because they realize that gaining control over this dimension of subordinate groups' lives simplifies control. While efforts to nfluence this dimension of an oppressed group's experiences can be partially successful, this level is more difficult to control t han dominant groups would have us believe. For example, adhering to externally derived standards of beauty leads many African-American women to dislike their skin color or hair texture. Similarly, internalizing Eurocentric gender ideology leads some Black men to abuse Black women. These are cases of the successful infusion of the dominant group's specialized thought into the everyday cultural context of African-Americans.But the long-standing existence of a Black women's culture of resistance as expressed through Black women's relationships with one another, the Black women's blues tradition, and the voices of contemporary African-American women writers all attest to the difficulty of eliminating the cultural context as a fundamental site of resistance. Domination is also experienced and resisted on the third level of social institutions controlled by the dominant group: namely, schools, churches, the media, and other formal organizations.These institutions expose individuals to the specialized thought representing the dominant group's standpoint and interests. While such institutions offer the promise of both literacy and other skills that can be used for individual empowerment and social transformation, they simultaneously require docility and passivity. Such institutions would have us believe that the theorizing of elites constitutes the whole of theory.The existence of African-American women thinkers such as Maria Stewart, Sojourner Truth, Zora Neale Hurston, and Fannie Lou Hamer who, though excluded from and/or marginalized within such institutions, continued to produce theory effectively opposes this hegemonic view. Moreover, the more recent resurgence of Black feminist thought within these institutions, the case of the outpouring of contemporary Black feminist thought in history and literature, directly challenges the Eurocentric masculinist thought pervading these institutions.Resisting the Matrix of Domination Domination operates by seducing, pressuri ng, or forcing African-American women and members of subordinated groups to replace individual and cultural ways of knowing with the dominant group's specialized thought. As a result, suggests Audre Lorde, â€Å"the true focus of revolutionary change is never merely the oppressive situations which we seek to escape, but that piece of the oppressor which is planted deep within each of us. † Or as Toni Cade Bambara succinctly states, â€Å"revolution begins with the self, in the self. Lorde and Bambara's suppositions raise an important issue for Black feminist intellectuals and for all scholars and activists working for social change. Although most individuals have little difficulty identifying their own victimization within some major system of oppression–whether it be by race, social class, religion, physical ability, sexual orientation, ethnicity, age or gender–they typically fail to see how their thoughts and actions uphold someone else's subordination. Thus white feminists routinely point with confidence to their oppression as women but resist seeing how much their white skin privileges them.African-Americans who possess eloquent analyses of racism often persist in viewing poor white women as symbols of white power. The radical left fares little better. â€Å"If only people of color and women could see their true class interests,† they argue, â€Å"class solidarity would eliminate racism and sexism. † In essence, each group identifies the oppression with which it feels most comfortable as being fundamental and classifies all others as being of lesser importance. Oppression is filled with such contradictions because these approaches fail to recognize that a matrix of domination contains few pure victims or oppressors.Each individual derives varying amounts of penalty and privilege from the multiple systems of oppression which frame everyone's lives. A broader focus stresses the interlocking nature of oppressions that are s tructured on multiple levels, from the individual to the social structural, and which are part of a larger matrix of domination. Adhering to this inclusive model provides the conceptual space needed for each individual to see that she or he is both a member of multiple dominant groups and a member of multiple subordinate groups.Shifting the analysis to investigating how the matrix of domination is structured along certain axes–race, gender, and class being the axes of investigation for AfricanAmerican women–reveals that different systems of oppression may rely in varying degrees on systemic versus interpersonal mechanisms of domination. Empowerment involves rejecting the dimensions of knowledge, whether personal, cultural, or institutional, that perpetuate objectification and dehumanization.African-American women and other individuals in subordinate groups become empowered when we understand and use those dimensions of our individual, group, and disciplinary ways of kn owing that foster our humanity as fully human subjects. This is the case when Black women value our self-definitions, participate in a Black women's activist tradition, invoke an Afrocentric feminist epistemology as central to our worldview, and view the skills gained in schools as part of a focused education for Black community development. C.Wright Mills identifies this holistic epistemology as the â€Å"sociological imagination† and identifies its task and its promise as a way of knowing that enables individuals to grasp the relations between history and biography within society. Using one's standpoint to engage the sociological imagination can empower the individual. â€Å"My fullest concentration of energy is available to me,† Audre Lorde maintains, â€Å"only when I integrate all the parts of who I am, openly, allowing power from particular sources of my living to flow back and forth freely through all my different selves, without the restriction of externally i mposed definition. Black Women as Agents of Knowledge Living life as an African-American woman is a necessary prerequisite for producing Black feminist thought because within Black women's communities thought is validated and produced with reference to a particular set of historical, material, and epistemological conditions. African-American women who adhere to the idea that claims about Black women must be substantiated by Black women's sense of our own experiences and who anchor our knowledge claims in an Afrocentric feminist epistemology have produced a rich tradition of Black feminist thought.Traditionally such women were blues singers, poets, autobiographers, storytellers, and orators validated by everyday Black women as experts on a Black women's standpoint. Only a few unusual African-American feminist scholars have been able to defy Eurocentric masculinist epistemologies and explicitly embrace an Afrocentric feminist epistemology. Consider Alice Walker's description of Zora N eal Hurston: In my mind, Zora Neale Hurston, Billie Holiday, and Bessie Smith form a sort of unholy trinity.Zora belongs in the tradition of black women singers, rather than among â€Å"the literati. † . . . Like Billie and Jessie she followed her own road, believed in her own gods pursued her own dreams, and refused to separate herself from â€Å"common† people. Zora Neal Hurston is an exception for prior to 1950, few African-American women earned advanced degrees and most of those who did complied with Eurocentric masculinist epistemologies.Although these women worked on behalf of Black women, they did so within the confines of pervasive race and gender oppression. Black women scholars were in a position to see the exclusion of African-American women from scholarly discourse, and the thematic content of their work often reflected their interest in examining a Black women's standpoint. However, their tenuous status in academic institutions led them to adhere to Euroce ntric masculinist epistemologies so that their work would be accepted as scholarly.As a result, while they produced Black feminist thought, those African-American women most likely to gain academic credentials were often least likely to produce Black feminist thought that used an Afrocentric feminist epistemology. An ongoing tension exists for Black women as agents of knowledge, a tension rooted in the sometimes conflicting demands of Afrocentricity and feminism. Those Black women who are feminists are critical of how Black culture and many of its traditions oppress women.For example, the strong pronatal beliefs in African-American communities that foster early motherhood among adolescent girls, the lack of self-actualization that can accompany the double-day of paid employment and work in the home, and the emotional and physical abuse that many Black women experience from their fathers, lovers, and husbands all reflect practices opposed by African-American women who are feminists. But these same women may have a parallel desire as members of an oppressed racial group to affirm the value of that same culture and traditions.Thus strong Black mothers appear in Black women's literature, Black women's economic contributions to families is lauded, and a curious silence exists concerning domestic abuse. As more African-American women earn advanced degrees, the range of Black feminist scholarship is expanding. Increasing numbers of African-American women scholars are explicitly choosing to ground their work in Black women's experiences, and, by doing so, they implicitly adhere to an Afrocentric feminist epistemology.Rather than being restrained by their both/and status of marginality, these women make creative use of their outsider-within status and produce innovative Afrocentric feminist thought. The difficulties these women face lie less in demonstrating that they have mastered white male epistemologies than in resisting the hegemonic nature of these patterns of th ought in order to see, value, and use existing alternative Afrocentric feminist ways of knowing. In establishing the legitimacy of their knowledge claims, Black women scholars who want to develop Afrocentric feminist thought may encounter the often conflicting standards of three key groups.First, Black feminist thought must be validated by ordinary Atrican-American women who, in the words of Hannah Nelson, grow to womanhood â€Å"in a world where the saner you are, the madder you are made to appear. † To be credible in the eyes of this group, scholars must be personal advocates for their material, be accountable for the consequences of their work, have lived or experienced their material in some fashion, and be willing to engage in dialogues about their findings with ordinary, everyday people. Second, Black feminist thought also must be accepted by the community of Black women scholars.These scholars place varying amounts of importance on rearticulating a Black women's standp oint using an Afrocentric feminist epistemology. Third, Afrocentric feminist thought within academia must be prepared to confront Eurocentric masculinist political and epistemological requirements. The dilemma facing Black women scholars engaged in creating Black feminist thought is that a knowledge claim that meets the criteria of adequacy for one group and thus is judged to be an acceptable knowledge claim may not be translatable into the terms of a different group.Using the example of Black English, June Jordan illustrates the difficulty of moving among epistemologies: You cannot â€Å"translate† instances of Standard English preoccupied with abstraction or with nothing/nobody evidently alive into Black English. That would warp the language into uses antithetical to the guiding perspective of its community of users. Rather you must first change those Standard English sentences, themselves, into ideas consistent with the person-centered assumptions of Black English.Although both worldviews share a common vocabulary, the ideas themselves defy direct translation. For Black women who are agents of knowledge, the marginality that accompanies outsider-within status can be the source of both frustration and creativity. In an attempt to minimize the differences between the cultural context of African-American communities and the expectations of social institutions, some women dichotomize their behavior and become two different people. Over time, the strain of doing this can be enormous.Others reject their cultural context and work against their own best interests by enforcing the dominant group's specialized thought. Still others manage to inhabit both contexts but do so critically, using their outsider-within perspectives as a source of insights and ideas. But while outsiders within can make substantial personal cost. â€Å"Eventually it comes to you,† observes Lorraine Hansberry, â€Å"the thing that makes you exceptional, if you are at all, is ine vitably that which must also make you lonely. Once Black feminist scholars face the notion that, on certain dimensions of a Black women's standpoint, it may be fruitless to try and translate ideas from an Afrocentric feminist epistemology into a Eurocentric masculinist framework, then other choices emerge. Rather than trying to uncover universal knowledge claims that can withstand the translation from one epistemology to another (initially, at least), Black women intellectuals might find efforts to rearticulate a Black women's standpoint especially fruitful.Rearticulating a Black women's standpoint refashions the concrete and reveals the more universal human dimensions of Black women's everyday lives. â€Å"I date all my work,† notes Nikki Giovanni, â€Å"because I think poetry, or any writing, is but a reflection of the moment. The universal comes from the particular. † Bell Hooks maintains, â€Å"my goal as a feminist thinker and theorist is to take that abstraction and articulate it in a language that renders it accessible–not less complex or rigorous–but simply more accessible. † The complexity exists; interpreting it remains the unfulfilled challenge for Black women intellectuals.Situated Knowledge, Subjugated Knowledge, and Partial Perspectives â€Å"My life seems to be an increasing revelation of the intimate trace of universal struggle,† claims June Jordan: You begin with your family and the kids on the block, and next you open your eyes to what you call your people and that leads you into land reform into Black English into Angola leads you back to your own bed where you lie by yourself; wondering if you deserve to be peaceful, or trusted or desired or left to the freedom of your own unfaltering heart. And the scale shrinks to the use of a skull: your own interior cage.Lorraine Hansberry expresses a similar idea: â€Å"I believe that one of the most sound ideas in dramatic writing is that in order to create t he universal, you must pay very great attention to the specific. Universality, I think, emerges from the truthful identity of what is. † Jordan and Hansberry's insights that universal struggle and truth may wear a particularistic, intimate face suggest a new epistemological stance concerning how we negotiate competing knowledge claims and identify â€Å"truth. † The context in which African-American women's ideas are nurtured or suppressed matters.Understanding the content and epistemology of Black women's ideas as specialized knowledge requires attending to the context from which those ideas emerge. While produced by individuals, Black feminist thought as situated knowledge is embedded in the communities in which African-American women find ourselves. A Black women's standpoint and those of other oppressed groups is not only embedded in a context but exists in a situation characterized by domination. Because Black women's ideas have been suppressed, this suppression ha s stimulated African-American women to create knowledge that empowers people to resist domination.Thus Afrocentric feminist thought represents a subjugated knowledge. A Black women's standpoint may provide a preferred stance from which to view the matrix of domination because, in principle, Black feminist thought as specialized thought is less likely than the specialized knowledge produced by dominant groups to deny the connection between ideas and the vested interests of their creators. However, Black feminist thought as subjugated knowledge is not exempt from critical analysis, because subjugation is not grounds for an epistemology.Despite African-American women's potential power to reveal new insights about the matrix of domination, a Black women's standpoint is only one angle of vision. Thus Black feminist thought represents a partial perspective. The overarching matrix of domination houses multiple groups, each with varying experiences with penalty and privilege that produce co rresponding partial perspectives, situated knowledges, and, for clearly identifiable subordinate groups, subjugated knowledges. No one group has a clear angle of vision.No one group possesses the theory or methodology that allows it to discover the absolute â€Å"truth† or, worse yet, proclaim its theories and methodologies as the universal norm evaluating other groups' experiences. Given that groups are unequal in power in making themselves heard, dominant groups have a vested interest in suppressing the knowledge produced by subordinate groups. Given the existence of multiple and competing knowledge claims to â€Å"truth† produced by groups with partial perspectives, what epistemological approach offers the most promise? Dialogue and EmpathyWestern social and political thought contains two alternative approaches to ascertaining â€Å"truth. † The first, reflected in positivist science, has long claimed that absolute truths exist and that the task of scholarshi p is to develop objective, unbiased tools of science to measure these truths. . . . Relativism, the second approach, has been forwarded as the antithesis of and inevitable outcome of rejecting a positivist science. From a relativist perspective all groups produce specialized thought and each group's thought is equally valid. No group can claim to have a better interpretation of the â€Å"truth† than another.In a sense, relativism represents the opposite of scientific ideologies of objectivity. As epistemological stances, both positivist science and relativism minimize the importance of specific location in influencing a group's knowledge claims, the power inequities among groups that produce subjugated knowledges, and the strengths and limitations of partial perspective. The existence of Black feminist thought suggests another alternative to the ostensibly objective norms of science and to relativism's claims that groups with competing knowledge claims are equal. . . This app roach to Afrocentric feminist thought allows African-American women to bring a Black women's standpoint to larger epistemological dialogues concerning the nature of the matrix of domination. Eventually such dialogues may get us to a point at which, claims Elsa Barkley Brown, â€Å"all people can learn to center in another experience, validate it, and judge it by its own standards without need of comparison or need to adopt that framework as their own. In such dialogues, â€Å"one has no need to ‘decenter' anyone in order to center someone else; one has only to constantly, appropriately, ‘pivot the center. ‘ † Those ideas that are validated as true by African-American women, African-American men, Latina lesbians, Asian-American women, Puerto Rican men, and other groups with distinctive standpoints, with each group using the epistemological approaches growing from its unique standpoint, thus become the most â€Å"objective† truths. Each group speaks fr om its own standpoint and shares its own partial, situated knowledge.But because each group perceives its own truth as partial, its knowledge is unfinished. Each group becomes better able to consider other groups' standpoints without relinquishing the uniqueness of its own standpoint or suppressing other groups' partial perspectives. â€Å"What is always needed in the appreciation of art, or life,† maintains Alice Walker, â€Å"is the larger perspective. Connections made, or at least attempted, where none existed before, the straining to encompass in one's glance at the varied world the common thread, the unifying theme through immense diversity. Partiality and not universality is the condition of being heard; individuals and groups forwarding knowledge claims without owning their position are deemed less credible than those who do. Dialogue is critical to the success of this epistemological approach, the type of dialogue long extant in the Afrocentric call-and-response trad ition whereby power dynamics are fluid, everyone has a voice, but everyone must listen and respond to other voices in order to be allowed to remain in the community.Sharing a common cause fosters dialogue and encourages groups to transcend their differences. . . . African-American women have been victimized by race, gender, and class oppression. But portraying Black women solely as passive, unfortunate recipients of racial and sexual abuse stifles notions that Black women can actively work to change our circumstances and bring about changes in our lives.Similarly, presenting African-American women solely as heroic figures who easily engage in resisting oppression on all fronts minimizes the very real costs of oppression and can foster the perception that Black women need no help because we can â€Å"take it. † Black feminist thought's emphasis on the ongoing interplay between Black women's oppression and Black women's activism presents the matrix of domination as responsive t o human agency.Such thought views the world as a dynamic place where the goal is not merely to survive or to fit in or to cope; rather, it becomes a place where we feel ownership and accountability. The existence of Afrocentric feminist thought suggests that there is always choice, and power to act, no matter how bleak the situation may appear to be. Viewing the world as one in the making raises the issue of individual responsibility for bringing about change. It also shows that while individual empowerment is key, only collective action can effectively generate lasting social transformation of political and economic institutions.

Cohesion policy good and bad practices

Introduction: Lithuania (along with the other Baltics) is the success story of EIJ structural fund absorption. Bulgaria (along with Romania) is the worst performer. Lithuania has contracted projects for 87% (‚Â ¬6_4 billion) of available funds as of November 2012 and paid out 54% (‚Â ¬4 billion) to beneficiaries. Bulgaria absorbed only ‚Â ¬2 billion of an available ‚Â ¬9. 5 billion between 2007 and 2011. Key factors affecting absorption capacity of structural funds: I _ Use of pre-accesslon funds 2 Political will 3. wealth/polltlcal legitimacy of regions . Human resources 5. Knowledge of available funds 6. corruption and transparency 7. r Is It Just a question of TIME (and size)? Bulgaria: Joined EU in 2007 having spent very little ot its pre-accession aid. Multiple corruption and transparency scandals: tunds are withheld and projects are delayed. Change ot government in July 2009 with creation ot new administrative units to handle structural funds. The qu ality of human resources is low in regional/municipal administrations: 4% speak English, the same people used for planning as for valuation, 201 1 sees improvements: 27 municipal information centres set up, number of prosecutions over misappropriation of funds increasing (but the absorption rate slightly lower than 2010).Lithuania: ELI member since May 2004. Population 3. 2 million compared to Bulgaria's 7. 5 million. Flexible economy: experienced rapid growth before the 2009 crisis (with help of pre-accesslon fundsL and rebounded relatively quickly after huge contraction. In 2004-06 priority was accorded to spending EIJ money according to all rules and procedures. Start of 007-2013 programming period absorption rate was similar to EUIO average (approx. 45%)

The Hart-Rudman Report Research Paper Example | Topics and Well Written Essays - 500 words

The Hart-Rudman Report - Research Paper Example The Hart-Rudman Report was constituted in the late 1990s by the US top-level government to study major issues of National interest, mostly to do with national security, and then recommend on the way forward for the same in the 21st century (Carl, 2003). The commission came up with a report that gave various observations that were predicted to affect the US in this century. Among the observations of the report was that there would arise a necessity to control the Middle East oil resources in the future. Further, the report predicted a resistance that would be faced by the US, which was to be both domestic and external resistance (USCNS, 1999). The commission also gave a recommendation about the issue of National security, which was majorly driven by the September 11 occurrence. Upon this, the report recommended that Homeland security measures were to be implemented, in order to avert the recurrence of the same. The report went ahead to warn that the issue of patriotism was the greatest threat to the security of the nation, in that there was a need to deal with domestic cynicism and apathy (USCNS, 1999). The greatest threat of US national security is terrorism. However, terrorism against the US is more understandable, owing to how the country has interfered with the lives of the less developed countries, in a bid to secure its interest, mostly oil. This policy has extended the threat of terrorism beyond the US to other parts of the world, where the US seems to have interests. For these reasons, The Hart-Rudman Report observed that the threat of terrorism is not yet over (Carl, 2003).The Hart-Rudman Report was meant to entice and influence the public opinion so that the public can accept the risks and sacrifices that the US foreign policy entails, in securing its oil interests abroad (USCNS, 1999). The report predicted that as the countries in Asia

Cultural Viewpoint of the End of Life Research Paper

Cultural Viewpoint of the End of Life - Research Paper Example Death is not a feared and neither does it worry these people. This is because in several these people, death is generally embraced and besides, others celebrate its occurrence. It is of paramount importance to note that the same way other events taking place among the Hispanics are treated as family affairs, death of individuals is similarly viewed as a family issue, and all family members are always involved irrespective of their religions. In the funeral homes that specialize in their burial ceremonies, several families bring clothes as well as dresses to the departed, while a good number of them prepare the hair of the deceased by stitching it. In addition, inside the casket is lined with fabrics and the photos of Virgin Mary are pinned in the casket, moreover, Rosaries together with jewelry, books, as well as poems are also included. A wake generally takes place just before the commencement of the funeral, which is a social event whereby time is taken in order to recall the good times the family members had with the deceased. It is very hard for Hispanics to donate the bodies of the deceased or their organs in the event of death. They are usually not willing to donate based on their religious beliefs, as they believe that an individual cannot make to heaven when some parts of his body are lacking. The rights conducted before death of an individual entails anointing the sick person and confession of sins by the individual who is dying. Besides, absolution is also conducted and a prayer as well as communion is offered to the individual, and after all these, the individual is blessed. During the death of an individual, another person must be with him or her until he dies; this is to make sure that the death does not occur when the individual is alone. They always insist that a person who is on the deathbed has company. The devotion as well as care provided by these people cannot be compared with any other culture. During the final moments of an individual, he/ she receives utmost love and care (Van, & Meleis, 2003). Burial arrangement usually commences after the demise of a person and it starts with the wake. During the wake, the family of the departed person will sit the departed’s body just to provide the dead with company. The wake is very important for these people. The family gathers just to recall the good times they had with the departed. As the wake goes on, several people will play cards. Usually, individuals are served with food as well as drinks (Cuevas, n.d). During the funeral, which priests conduct, individuals pay final respect to the departed person. People usually speak their thoughts as they also bid goodbye to the departed. In several cases, personal effects are placed into the casket together with the departed individual. Hispanics represent a huge array of cultures who may be immigrants from countries that are culturally diverse like Colombia, Cuba, Mexico, Nicaragua, Colombia, Chile, Argentina, Brazil, and Per u. Because there is no one culture for the Hispanic, there may be variations in the manner in which grieving as well as bereavement are carried out. The Hispanics usually value and have respect for those in their deathbed. In the Hispanic culture, entire families are always involved when critical life decisions are made, as they usually have very strict hierarchies in their families and these have to be honored

Krumboltzs Theory - Journal Critique Essay Example | Topics and Well Written Essays - 500 words - 15

Krumboltzs Theory - Journal Critique - Essay Example The article by Thoresen, Hosford, and Krumboltz, ‘Determining Effective Models for Counseling Clients of Varying Competencies’, also highlights how the difference in the social modeling techniques also has a clear impact on the behavior of the clients and observers. The authors have used the theory suggested by Krumboltz and have based the entire research to support the theory and provide a better view of the social background and its impact (Thoresen, Hosford and Krumbolte). The Krumboltz’s case teaches clearly that one of the major factors while deciding a career plan for a group of people is to consider the race and creed and also keep in mind the previous history of learning as it would assist in better planning for the students and create a more effective career development plan. The theory by Krumboltz has a allows a chance to increase the associative learning experience and also allows the individuals to react well to factors like gender, race, creed and al so including factors like both the planned as well as unplanned occurrences as well. Another very essential factor that has been included and provided in the article by   (Spoth, Trudeau and Guyll), clearly indicates the importance of family intervention and how these interventions in the previous stages can clearly have an impact on the young adults and also abstain them from getting addicted to unhealthy habits. This also highlights, Krumboltz’s theory and contributes to the theory to quite a great extent. The article also provides a clear interlink of how the intervention of a parent or a family can lead to a delayed or no use of any substance by the young adults. Together it is essential to note that the four main factors that affect the career decision making include: a) Genetic Endowment and special abilities, b) Environmental conditions and events, c) Learning Experience and d) Task Approach Skills. Irrespective of the schools or the area where the schools are locate d the various authors and scholars have noted that the intervention of family has a major impact on the young adults and this impact can help them make very important decisions in their lives (Spoth, Trudeau and Guyll).

Discuss the ethics of euthanasia Essay Example | Topics and Well Written Essays - 500 words

Discuss the ethics of euthanasia - Essay Example This concept of mercy killing has always been a bone of contention in the society. The notion that one is allowed to simply take their or someone else’s life just because they are in pain then the value of life is meaningless. It is believed that if someone is meant to die then they will die if not, then it is our responsibility to ensure that they live for as long as possible. There is a big difference between letting someone die and killing them. Euthanasia gives people the impression that it is okay to relieve yourself of life because the suffering has become too great. In some cases however, the turnout of some events are beyond our control. Some patients go to hospitals in great pain but they are so willing to die that one can do nothing to help their situation. When a patient, for instance, refuses to take their medication and insist on doing away with all the burdensome medical procedures, they are bound to die. However, the doctors cannot be blamed for mercy killing in this case because the patient was difficult. The doctrine of double effect is another occurrence that is usually above the medical staff control that people confuse with euthanasia (Keown, 23). When a person is administered to drugs they are meant to help them get better. This is the common knowledge of how hospitals operate that people are familiar with. However, this is not all true since there are some cases that the doctor might administer medication that help manage side effects of diseases but also cause the patients statues to degrade. This is what is known as the doctrine of double effect. In an accident scenario, a doctor might try to relieve the pain of a victim using a drug that might cause their liver to shut down in the process killing them. However, this person will not die painfully but gracefully slip to oblivion. To most people, the thought of taking a life is something that should not even be put into discussion. While most cultures are very

Reinforcement Theory-Reinforcement Theory is one of the most Essay

Reinforcement Theory-Reinforcement Theory is one of the most misunderstood of the Decisional Process Theories - Essay Example Therefore, the goal of this essay is to enlighten the managers or trainers on the correct use of reinforcement theory on several decisional process theories that they can use reinforce their employees in occasion such as motivation. Reinforcement theory refers to a behavioral construction by controlling the consequences of behavior and is achieved through manipulation. A manager or trainer can be able to influence the behavior of employees in an organization by changing the consequence of their behavior. Reinforcement can be meant to correct, motivate, punish or extinct employee’s behavior an action known as behavior modification. For example, while correcting a behavior of an employee by removing unpleasant behavior in employee’s negative reinforcement is applied. Motivation is done to increase the frequency of pleasant behavior by following pleasurable consequence such as promotion to next higher grade. This is positive reinforcement. Moreover, extinction reinforcement is suitable to decrease the frequency of unpleasant behavior of employees by removing the consequence. Lastly, punishment by introducing instant consequence on the unpleasant behavior done by employees is advisable to decrease the frequency of such behaviors (Stephen 83).A manager has a very great influence to the behavior of the employees and by recognizing an individual’s physical and intellectual capacity for every employee to perform various mental and physical tasks in a specific job. For example, placing employees in accordance to their specialization during the division of labor. This will help to boost attitude of employees towards work hence providing the best for the organization. Moreover, manger should uphold personality of every worker in the organization is respecting their values and beliefs as it will help to achieve the goals of an organization (Bartlett 7-8). Reinforcement theory should portray how the organization and employees correlate to provide a healthy

Parker vs. Twentieth-Century Fox Corp Essay Example | Topics and Well Written Essays - 1500 words

Parker vs. Twentieth-Century Fox Corp - Essay Example Facts The plaintiff is well known as an actress and in the contract signed by the defendant and the plaintiff; at times she is referred to as the artist. According to the contract as of the 6th of August 1965, she was meant to play female lead role in the contemplated production of Bloomer Girl, a movie by the defendant. The contract provided that the plaintiff would be paid a guaranteed minimum compensation of $53,571.42 every week for the fourteen weeks commencing the 23rd of May 1965. The total pay amounted to seventy five thousand dollars. Before May of 1966, the defendant decided against the picture’s production and in a letter dated 4th April 1966 notified the plaintiff of the very same decision telling her that it would not be in compliance with their earlier obligations under the written contract (Blond 25). In the same letter, the defendant, with a professed purpose meant to â€Å"avoid any damage† to the plaintiff, instead gave the plaintiff the leading actres s role in yet another film. This film was tentatively titled â€Å"Big Country, Big Man†, referred to hereafter as â€Å"Big Country†. The defendant offered an identical compensation, as they did with thirty-one of the other thirty-four articles or provisions of the original contract. However, Bloomer Girl, as compared to Big Country, was a Western type, dramatic movie, not a musical like the earlier Bloomer Girl. Bloomer Girl was to have been shot in California while Big Country’s location was in Australia. In addition, other certain terms in the contract proffered varied from the contract drawn up initially. The plaintiff was given 1 week to accept the offer, which she failed to do until the offer elapsed. The plaintiff hereby commenced the court case seeking the agreed guaranteed compensation’s recovery (Mann and Barry 45). The complaint set two causes of action forth. Firstly, she wanted monetary compensation due under the previous contract. Secondly, she wanted to sue for damages that resulted from a breach of contract by the defendant. In its answer, the defendant admitted the existence, as well as the validity of the contract, and that the plaintiff complied with all the promises, covenants, and conditions of the contract. She was also ready to comply with the completion of the performance and that she had anticipatorily repudiated and breached the signed contract. However, the defendant denied owing any money to the plaintiff, either under the terms of the contract or resulting from its breach and pleaded an affirmative defense to both causes of the plaintiff’s action. They assert that she willfully failed to mitigate damages, asserting that she turned down, unreasonably, and its offer of a leading role in the film Big Country. The plaintiff moved for summary judgment under the code of civil procedure section 437c. She was granted the motion and summary judgment for seven hundred and fifty thousand dollars with additi onal interest (Mann et al. 72). Issue Whether a secondary offer, of employment was enough to mitigate the damages from the contract’s breach and whether summary judgment should stand. Decision Summary was granted where facts are presented that give rise to an issue that is factually triable and not in dispute. The salary amount agreed upon acts as the measure of recovery minus the amount earned by

Innovating Essay Example | Topics and Well Written Essays - 1250 words - 1

Innovating - Essay Example However, social constructivism refutes the object obduracy and assumes that people are the only ones who can take the acting status. New technology may fail to lead to new arrangements of things and humans. They, in addition, may generate new forms and causality orders and, indeed, new forms concerned with the world. This means that technology can also generate both moral judgment and knowledge forms. A big portion of innovating part lies in inscribing the vision of the world in the content, which is technical, of the new object. The end of this work is a script or rather a scenario. This part of innovation is primarily concerned with inscription, followed by invention, the inventor, most significantly technology, scenario, script and vision. The author in page 208 till 209 argues that if one has interest in technical objects contrasted to chimera, it is difficult for them to get methodological satisfaction basing on the point of view of the user and the designer only. In conclusion, sociotechnical facts conversion into simple and pure facts depends on the technical object ability to turn into black boxes. This means that as objects become indispensable, they efface

Strategies Of Teaching In Indian Higher Education Research Paper

Strategies Of Teaching In Indian Higher Education - Research Paper Example The scarcity in terms of infrastructure, education standards and some vital factors has instigated the door to be unlatched for the foreign universities. The Cardiff University (UK) in particular has been considered as the frame of reference in view of the spectacular learning ambiance. Cardiff University is not only known for the outstanding ranking in the UK but also for the global reputation in the research field and teaching. Having vast experience in the Cardiff University, it is really a wonderful opportunity on my part to deliver some worth mentioning narration of the education on the steadfast role. MBA by far is the most intriguing and lucrative post graduation course in recent years. It would really be an injustice to compare it with the other academic and professional course. The popularity that it has gained is enormous but definitely not valueless as it strives to blend just the right mix of the professional attitude in the future to be managers. MBA course tends to conv erge towards the professional atmosphere after the studies by enforcing the practical implementation of theoretical knowledge. It integrates the essence of the Cardiff Business School in Vidya Vikas University to reinforce a very strong global foundation for the business school in Indian territory. Part One starts with the evolution of the education system in India. This basically gives a brief history of Indian education system gradually transcending to the higher education system. Then the dissertation deals with the evolution of the global context with special reference to the US and UK education scenario, as the Church played a critical role in the development of education abroad.

Media literacy Essay Example for Free

Media literacy Essay Media Education is the process of teaching and learning about media. [1] It is about developing young peoples critical and creative abilities when it comes to the media. Media education should not be confused with educational technology or with educational media. Surveys repeatedly show that, in most industrialized countries, children now spend more time watching television than they do in school, or also on any other activity apart from sleeping[2] Media Education has no fixed location, no clear ideology and no definitive recipients; it is subject to whims of a financial market bigger than itself. [1] Being able to understand the media enables people to analyze, evaluate, and create messages in a wide variety of mediums, genres, and forms. A person who is media literate is informed. There are many reasons why media studies are absent from the primary and secondary school curricula, including cuts in budgets and social services as well as over-packed schedules and expectations. Education for media literacy often uses an inquiry-based pedagogic model that encourages people to ask questions about what they watch, hear, and read. Media literacy education provides tools to help people critically analyze messages, offers opportunities for learners to broaden their experience of media, and helps them develop creative skills in making their own media messages. [3] Critical analysis can include identifying author, purpose and point of view, examining construction techniques and genres, examining patterns of media representation, and detecting propaganda, censorship, and bias in news and public affairs programming (and the reasons for these). Media literacy education may explore how structural features—such as media ownership, or its funding model[4] affect the information presented. Media literate people should be able to skillfully create and produce media messages, both to show understanding of the specific qualities of each medium, as well as to create independent media and participate as active citizens. Media literacy can be seen as contributing to an expanded conceptualization of literacy, treating mass media, popular culture and digital media as new types of texts that require analysis and evaluation. By transforming the  process of media consumption into an active and critical process, people gain greater awareness of the potential for misrepresentation and manipulation (especially through commercials and public relations techniques), and understand the role of mass media and participatory media in constructing views of reality. [5] Media literacy education is sometimes conceptualized as a way to address the negative dimensions of mass media, popular culture and digital media, including media violence, gender and racial stereotypes, the sexualization of children, and concerns about loss of privacy, cyberbullying and Internet predators. By building knowledge and competencies in using media and technology, media literacy education may provide a type of protection to children and young people by helping them make good choices in their media consumption habits, and patterns of usage. [6] Concepts of media education Media education can be in many ways. In general, media education has come to be defined in terms of conceptual understandings of the media. [1] Usually this means key concepts or key aspects. This approach does not specify particular objects of study and this enables media education to remain responsive to students interests and enthusiasms. David Buckingham has come up with four key concepts that provide a theoretical framework which can be applied to the whole range of contemporary media and to older media as well: Production, Language, Representation, and Audience. [1] These concepts are defined by David Buckingham as follows: Production Production involves the recognition that media texts are consciously made. [1] Some media texts are made by individuals working alone, just for themselves or their family and friends, but most are produced and distributed by groups of people often for commercial profit. This means recognizing the economic interests that are at stake in media production, and the ways in which profits are generated. More confident students in media education should be able to debate the implications of these developments in terms of national and cultural identities, and in terms of the range of social groups that are able to gain access to media. [1] Studying media production means looking at: Technologies: what technologies are used to produce and distribute media texts? Professional practices: Who makes media texts? The industry: Who owns the companies that buy and sell media and how do they make a profit? Connections between media: How do companies sell the same products across different media? Regulation: Who controls the production and distribution of media, and are there laws about this? Circulation and distribution: How do texts reach their audiences? Access and participation: Whose voices are heard in the media and whose are excluded? [1] Language Every medium has its own combination of languages that it uses to communicate meaning. For example, television uses verbal and written language as well as the languages of moving images and sound. Particular kinds of music or camera angles may be used to encourage certain emotions. When it comes to verbal language, making meaningful statements in media languages involves paradigmatic choices and syntagmatic combinations. [1] By analyzing these languages, one can come to a better understanding of how meanings are created. [1] Studying media languages means looking at: Meanings: How does media use different forms of language to convey ideas or meanings? Conventions: How do these uses of languages become familiar and generally accepted? Codes: How are the grammatical rules of media established and what happens when they are broken? Genres: How do these conventions and codes operate in different types of media contexts? Choices: What are the effects of choosing certain forms of language, such as a certain type of camera shot? Combinations: How is meaning conveyed through the combination or sequencing of images, sounds, or words? Technologies: How do technologies affect the meanings that can be created? [1] Representation The notion of representation is one of the first established principles of media education. The media offers viewers a facilitated outlook of the world and they re-represent reality. Media production involves selecting and combining incidents, making events into stories, and creating characters. Media representations allow viewers to see the world in some particular ways and not others. Audiences also compare media with their own experiences and make judgements about how realistic they are. Media representations can be seen as real in some ways but not in others: viewers may understand that what they are seeing is only imaginary and yet they still know it can explain reality. [1] Studying media representations means looking at: Realism: Is this text intended to be realistic? Why do some texts seem more realistic than others? Telling the truth: How do media claim to tell the truth about the world? Presence and absence: What is included and excluded from the media world? Bias and objectivity: Do media texts support particular views about the world? Do they use moral or political values? Stereotyping: How do media represent particular social groups? Are those representations accurate? Interpretations: Why do audiences accept some media representations as true, or reject others as false? Influences: Do media representations affect our views of particular social groups or issues? [1] Audience Studying audiences means looking at how demographic audiences are targeted and measured, and how media are circulated and distributed throughout. It means looking at different ways in which individuals use, interpret, and respond to media. The media increasingly have had to compete for peoples attention and interest because research has shown that audiences are now much more sophisticated and diverse than has been suggested in the past. Debating views about audiences and attempting to understand and reflect on our own and others use of media is therefore a crucial element of media education. [1] Studying media audiences means looking at: Targeting: How are media aimed at particular audiences? Address: How do the media speak to audiences? Circulation: How do media reach audiences? Uses: How do audiences use media in their daily lives? What are their habits and patterns of use? Making sense: How do audiences interpret media? What meanings do they make? Pleasures: What pleasures do audiences gain from media? Social differences: What is the role of gender. social class, age, and ethnic background in audience behavior? [1] UNESCO and media education UNESCO has had a long standing experience with media literacy and education. The organization has supported a number of initiatives to introduce media and information literacy as an important part of lifelong learning. [7] Most recently, the UNESCO Action for Media Education and Literacy brought together experts from numerous regions of the world to catalyze processes to introduce media and information literacy components into teacher training curricula worldwide. [7] UNESCO questionnaire In 2001, a media education survey was sent out by UNESCO in order to better understand which countries were incorporating media studies into different schools curriculum as well as to help develop new initiatives in the field of media education. A questionnaire was sent to a total of 72 experts on media education in 52 different countries around the world. The people who received this questionnaire were people involved in academics (such as teachers), policy makers, and educational advisers. The questionnaire addressed three key areas: 1) â€Å"Media education in schools: the extent, aims, and conceptual basis of current provision; the nature of assessment; and the role of production by students. †[8] 2) Partnerships: the involvement of media industries and media regulators in media education; the role of informal youth groups; the provision of teacher education. †[7] 3) â€Å"The development of media education: research and evaluation of media education provision; the main needs of educators; obstacles to future development; and the potential contribution of UNESCO. †[7] The results from the answers of the survey were double-sided. It was noted that media education had been making a very uneven progress because while in one country there was an abundant amount of work towards media education, another country may have hardly even heard of the concept. One of the main reasons why media education has not taken full swing in some countries is because of the lack of policy makers addressing the issue. In some developing countries, educators say that media education was only just beginning to register as a concern because they were just starting to develop basic print literacy. [7] In the countries that media education existed at all, it would be offered as an elective class or an optional area of the school system rather than being on its own. Many countries argued that media education should not be a separate part of the curriculum but rather should be added to a subject  already established. The countries which deemed media education as a part of the curriculum included the United States, Canada, Mexico, New Zealand, and Australia. Many countries lacked even just basic research on media education as a topic, including Russia and Sweden. Some said that popular culture is not worthy enough of study. But all of the correspondents realized the importance of media education as well as the importance of formal recognition from their government and policy makers that media education should be taught in schools. [7] History Media literacy education is actively focused on the instructional methods and pedagogy of media literacy, integrating theoretical and critical frameworks rising from constructivist learning theory, media studies and cultural studies scholarship. This work has arisen from a legacy of media and technology use in education throughout the 20th century and the emergence of cross-disciplinary work at the intersections of scholarly work in media studies and education. Voices of Media Literacy, a project of the Center for Media Literacy representing first-person interviews with media literacy pioneers active prior to 1990 in English-speaking countries, provides historical context for the rise of the media literacy field and is available at http://www. medialit. org/voices-media-literacy-international-pioneers-speak Media education is developing in Great Britain, Australia, South Africa, Canada, the United States, with a growing interest in the Netherlands, Italy, Greece, Austria, Switzerland, India, Russia and among many other nations. UNESCO has played an important role in supporting media and information literacy by encouraging the development of national information and media literacy policies, including in education[9] UNESCO has developed training resources to help teachers integrate information and media literacy into their teaching and provide them with appropriate pedagogical methods and curricula. United Kingdom Education for what is now termed media literacy has been developing in the UK since at least the 1930s. In the 1960s, there was a paradigm shift in the field of media literacy to emphasize working within popular culture rather than trying to convince people that popular culture was primarily destructive. This was known as the popular arts paradigm. In the 1970s, there came a recognition that the ideological power of the media was tied to the naturalization of the image. Constructed messages were being passed off as natural ones. The focus of media literacy also shifted to the consumption of images and representations, also known as the representational paradigm. [10] Development has gathered pace since the 1970s when the first formal courses in Film Studies and, later, Media Studies, were established as options for young people in the 14-19 age range: over 100,000 students (about 5% of this age range) now take these courses annually. Scotland has always had a separate education system from the rest of the UK and began to develop policies for media education in the 1980s. In England, the creation of the National Curriculum in 1990 included some limited requirements for teaching about the media as part of English. The UK is widely regarded as a leader in the development of education for media literacy. Key agencies that have been involved in this development include the British Film Institute,[11] the English and Media Centre[12] Film Education[13] and the Centre for the Study of Children, Youth and Media at the Institute of Education, London. [14] Australia In Australia, media education was influenced by developments in Britain related to the inoculation, popular arts and demystification approaches. Key theorists who influenced Australian media education were Graeme Turner and John Hartley who helped develop Australian media and cultural studies. During the 1980s and 1990s, Western Australians Robyn Quin and Barrie MacMahon wrote seminal text books such as Real Images, translating many complex media theories into classroom appropriate learning frameworks. In most Australian states, media is one of five strands of the Arts Key Learning Area and includes essential learnings or outcomes listed for various stages of development. At the senior level (years 11 and 12), several states offer Media Studies as an elective. For example, many Queensland schools offer Film, Television and New Media, while Victorian schools offer VCE Media. Media education is supported by the teacher professional association Australian Teachers of Media which publishes a range of resources and the excellent Screen Education. Africa In South Africa, the increasing demand for Media Education has evolved from the dismantling of apartheid and the 1994 democratic elections. The first national Media Education conference in South Africa was actually held in 1990 and the new national curriculum has been in the writing stages since 1997. Since this curriculum strives to reflect the values and principles of a democratic society there seems to be an opportunity for critical literacy and Media Education in Languages and Culture courses. Europe In areas of Europe, media education has seen many different forms. Media education was introduced into the Finnish elementary curriculum in 1970 and into high schools in 1977. But the media education we know today did not evolve in Finland until the 1990s. Media education has been compulsory in Sweden since 1980 and in Denmark since 1970. In both these countries, media education evolved in the 1980s and 1990s as media education gradually moved away from moralizing attitudes towards an approach that is more searching and pupil-centered. In 1994, the Danish education bill gave recognition to media education but it is still not an integrated part of the school. The focus in Denmark seems to be on information technology. France has taught film from the inception of the medium, but it has only been recently that conferences and media courses for teachers have been organized with the inclusion of media production. Germany saw theoretical publications on media literacy in the 1970s and 1980s, with a growing interest for media education inside and outside the educational system in the 80s and 90s. In the Netherlands media literacy was placed in the agenda by the Dutch government in 2006 as an important subject for the Dutch society. In April, 2008, an official center has been created (mediawijsheid expertisecentrum = medialiteracy expertisecenter) by the Dutch government. This center is more a network organization existing out of different partners who have their own expertise with the subject of media education. The idea is that media education will become a part of the official curriculum. The history of media education in Russia goes back to the 1920s. The first attempts to instruct in media education (on the press and film materials, with the vigorous emphasis on the communist ideology) appeared in the 1920s but were stopped by Joseph Stalin’s repressions. The end of the 1950s the beginning of the 1960s was the time of the revival of media education in secondary schools, universities, after-school children centers (Moscow, Saint Petersburg, Voronezh, Samara, Kurgan, Tver, Rostov on Don, Taganrog, Novosibirsk, Ekaterinburg, etc.), the revival of media education seminars and conferences for the teachers. During the time when the intensive rethinking of media education approaches was on the upgrade in the Western hemisphere, in Russia of the 1970s–1980s media education was still developing within the aesthetic concept. Among the important achievements of 1970s-1990s one can recall the first official programs of film and media education, published by Ministry of Education, increasing interest of Ph. D. to media education, experimental theoretic and practical work on media education by O. Baranov (Tver), S.Penzin (Voronezh), G. Polichko, U. Rabinovich (Kurgan), Y. Usov (Moscow), Aleksandr Fyodorov (Taganrog), A. Sharikov (Moscow) and others. The important events in media education development in Russia are the registration of the new specialization (since 2002) for the pedagogical universities – ‘Media Education’ (â„â€" 03. 13. 30), and the launch of a new academic journal ‘Media Education’ (since January 2005), partly sponsored by the ICOS UNESCO ‘Information for All’. Additionally, the Internet sites of Russian Association for Film and Media Education (English and Russian versions) were created. Taking into account the fact that UNESCO defines media education as the priority field of the cultural educational development in the 21st century, media literacy has good prospects in Russia. Canada In North America, the beginnings of a formalized approach to media literacy as a topic of education is often attributed to the 1978 formation of the Ontario-based Association for Media Literacy (AML). Before that time, instruction in media education was usually the purview of individual teachers and practitioners. Canada was the first country in North America to require media literacy in the school curriculum. Every province has mandated media education in its curriculum. For example, the new curriculum of Quebec mandates media literacy from Grade 1 until final year of secondary school (Secondary V). The launching of media education in Canada came about for two reasons. One reason was the concern about the pervasiveness of American popular culture and the other was the education system-driven necessity of contexts for new educational paradigms. Canadian communication scholar Marshall McLuhan ignited the North American educational movement for media literacy in the 1950s and 1960s. Two of Canadas leaders in Media Literacy and Media Education are Barry Duncan and John Pungente. Duncan passed away on June 6, 2012, even after retired from classroom teaching but was still active in media education. Pungente is a Jesuit priest who has promoted media literacy since the early 1960s. Media Awareness Network (MNet), a Canadian non-profit media education organization, hosts a Web site which contains hundreds of free lesson plans to help teachers integrate media into the classroom. MNet also has created award-winning educational games on media education topics, several of which are available free from the site, and has also conducted original research on media issues, most notable the study Young Canadians in a Wired World. MNet also hosts the Talk Media Blog, a regular column on media education issues. The United States Media literacy education has been an interest in the United States since the early 20th century, when high school English teachers first started using film to develop students critical thinking and communication skills. However, media literacy education is distinct from simply using media and technology in the classroom, a distinction that is exemplified by the difference between teaching with media and teaching about media. [15] In the 1950s and 60s, the ‘film grammar’ approach to media literacy education developed in the United States, where educators began to show commercial films to children, having them learn a new terminology consisting of words such as fade, dissolve, truck, pan, zoom, and cut. Films were connected to literature and history. To understand the constructed nature of film, students explored plot development, character, mood and tone. Then, during the 1970s and 1980s, attitudes about mass media and mass culture began to shift. Around the English-speaking world, educators began to realize the need to â€Å"guard against our prejudice of thinking of print as the only real medium that the English teacher has a stake in. †[16] A whole generation of educators began to not only acknowledge film and television as new, legitimate forms of expression and communication, but also explored practical ways to promote serious inquiry and analysis—- in higher education, in the family, in schools and in society. [17] Typically, U. S. media literacy education includes a focus on news, advertising, issues of representation, and media ownership. Media literacy competencies can also be cultivated in the home, through activities including co-viewing and discussion. [18] Media literacy education began to appear in state English education curriculum frameworks by the early 1990s as a result of increased awareness in the central role of visual, electronic and digital media in the context of contemporary culture. Nearly all 50 states have language that supports media literacy in state curriculum frameworks. [19] In 2004, Montana developed educational standards around media literacy that students are required to be competent in by grades 4, 8, and 12. Additionally, an increasing number of school districts have begun to develop school-wide programs, elective courses, and other after-school opportunities for media analysis and production. There is no national data on the reach of media literacy programs in the United States. [20] The evolution of information and communication technologies has expanded the subject of media literacy to incorporate information literacy, collaboration and problem-solving skills, and emphasis on the social responsibilities of communication. Various stakeholders struggle over nuances of meaning associated with the conceptualization of the practice on media literacy education. Educational scholars may use the term critical media literacy to emphasize the exploration of power and ideology in media analysis. Other scholars may use terms like new media literacy to emphasize the application of media literacy to user-generated content or 21st century literacy to emphasize the use of technology tools. [21] As far back as 2001, the Action Coalition for Media Education (ACME) split from the main media literacy organization as the result of debate about whether or not the media industry should support the growth of media literacy education in the United States. Renee Hobbs of Temple University in Philadelphia wrote about this general question as one of the Seven Great Debates in media literacy education in an influential 1998 Journal of Communication article. [22] The media industry has supported media literacy education in the United States. Make Media Matter is one of the many blogs (an â€Å"interactive forum†) the Independent Film Channel features as a way for individuals to assess the role media plays in society and the world. The television program, The Media Project, offers a critical look at the state of news media in contemporary society. During the 1990s, the Discovery Channel supported the implementation of Assignment: Media Literacy, a statewide educational initiative for K-12 students developed in collaboration with the Maryland State Board of Education. Because of the decentralized nature of the education system in a country with 70 million children now in public or private schools, media literacy education develops as the result of groups of advocates in school districts, states or regions who lobby for its inclusion in the curriculum. There is no central authority making nationwide curriculum recommendations and each of the fifty states has numerous school districts, each of which operates with a great degree of independence from one another. However, most U. S. states include media literacy in health education, with an emphasis on understanding environmental influences on health decision-making. Tobacco and alcohol advertising are frequently targeted as objects for deconstruction, which is one of the instructional methods of media literacy education. This resulted from an emphasis on media literacy generated by the Clinton White House. The Office of National Drug Control Policy (ONDCP) held a series of conferences in 1996 and 1997 which brought greater awareness of media literacy education as a promising practice in health and substance abuse prevention education. The medical and public health community now recognizes the media as a cultural environmental influence on health and sees media literacy education as a strategy to support the development of healthy behavior. Interdisciplinary scholarship in media literacy education is emerging. In 2009, a scholarly journal was launched, the Journal of Media Literacy Education,[23] to support the work of scholars and practitioners in the field. Universities such as Appalachian State University, Columbia University, Ithaca College, New York University, the University of Texas-Austin, Temple University, and the University of Maryland offer courses and summer institutes in media literacy for pre-service teachers and graduate students. Brigham Young University offers a graduate program in media education specifically for inservice teachers. The Salzburg Academy for Media and Global Change is another institution that educates students and professionals from around the world the importance of being literate about the media. Impacts of Media Literacy Education on Civic Engagement Media literacy education appears to have a positive impact on overall youth civic engagement. [24] Youth who attend schools that offer media literacy programs are more likely to politically engage online and are more likely to report encountering diverse viewpoints online. [25] Youth Interest in Media Literacy A nationally representative survey found that 84% of young people think they and their friends would benefit from training on verifying information found online. [26] National Association for Media Literacy Education More than 600 educators are members of the National Association for Media Literacy Education (NAMLE), a national membership group that hosts a bi-annual conference. In 2009, this group developed an influential policy document, the Core Principles of Media Literacy Education in the United States. [27] It states, The purpose of media literacy education is to help individuals of all ages develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and active citizens in today’s world. Principles include: (1) Media Literacy Education requires active inquiry and critical thinking about the messages we receive and create; (2) Media Literacy Education expands the concept of literacy in all forms of media (i. e. , reading and writing); (3) Media Literacy Education builds and reinforces skills for learners of all ages. Like print literacy, those skills necessitate integrated, interactive, and repeated practice; (4) Media Literacy Education develops informed, reflective and engaged participants essential for a democratic society; (5) Media Literacy Education recognizes that media are a part of culture and function as agents of socialization; and (6) Media Literacy Education affirms that people use their individual skills, beliefs and experiences to construct their own meanings from media messages.