Economics Essay Example | Topics and Well Written Essays - 1000 words - 4

Economics - Essay Example (Simpson, et al., 1) The Federal Reserve System is made up of twelve regional banks located in San Francisco, Dallas, Kansas City, Minneapolis, Chicago, St. Louis, Atlanta, Cleveland, Richmond, Philadelphia, New York, and Boston. Private banks own stock in the twelve regional banks, this is what funds the twelve Federal Reserve Regional banks. The twelve regional banks are made up of regions listed below: Another component of the Federal Reserve System is the Federal Reserve Board of Governors. The Federal Reserve Board of Governors is appointed by the President of the United States of America, but confirmed by the Senate. The seven member board serves can only serve a maximum of fourteen years, with a member serving one term at time of two years. The only exception is the Chairman of the Board and the Vice Chairman, who serve four year terms. However, the fourteen year limit also applies to them. The only way a board member can be removed is by the president for cause. The current board members are Ben S. Benmanke, Chairman, Donald L. Kohn, Vice Chairman, Susan Schmidt Bies, Kevin M. Warsh, Randall S. Krosnzer, and Frederic S. Mishkin (The Federal Reserve Board). This Board of Governors is an independent governmental agency. They oversee the twelve regional banks, plus the numerous private banks owning stock in the regional reserve banks. The Federal Open Market Committee (FOMC) is a committee made up of the Federal Reserve Bank of New York, the Federal Reserve Board of Governors, plus four other Federal Reserve Regional Bank presidents that serve on a alternate schedule. This committee reviews the open market. The open market being the buying and selling of government securities. This way the committee can determine monetary and credit conditions. The FOMC also oversees the foreign currency exchange rate. The FOMC is extremely important part of the Federal Reserve System,

1950's sitcom Essay Example | Topics and Well Written Essays - 500 words

1950's sitcom - Essay Example In the 1950s, America experienced real effects of post wars and one such effect was the speedy economic growth. The effects emerged as a result of the wars that they were involved in and the wars included the cold war and World War 2. The war involved the United States nations and the Soviet Union. The wars were as a result of the nations struggling to gain power and be on the leading. These two wars, through unfolding events deteriorated, that is, after World War 2, America started experiencing a remarkable economic expansion (May, 2008). The level of employment went up. Before, women were major providers for their homes; this is because their partners left to fight for the nations. The post war period brought about the reoccurrence of prosperity and the American states, formerly known as the United States of American, acquired a position of the wealthiest nation in the world. The economic growth of the United States was due to several outnumbered sources. The Americans attained mor tgages in their new suburbs, they got new cars and they used their leisure and talents to the maximum. Due to this, the population in several districts in the United States increased incredibly. Rise in the United States economy after the post war boom led to discrimination, segregation and conflicts to the non-whites. The non-whites were discriminated in job positions, education and housing. The rights that were being granted to the white Americans were denied to them (May, 2008). The white Americans had privileges, they included; voting rights, immigration, getting loans and land acquisition. This discrimination made the Africans to be treated as slaves. The immigrants to the America suffered xenophobic segregations and ethnicity. This discrimination and racism was beyond comprehension, furthermore, no one was in authority to forward their grievances.

Robert frost- the road not taken Essay Example for Free

Robert frost- the road not taken Essay Life is full of obstacles that have been throw our way to see who is the strongest to survive, some make it to the end and some suffer more in the process. When people open up to different opportunities, it is the initial response by human nature to pick the opportunity that will give you the most benefit. The concept of having to pick between two paths has been identified in the poem â€Å"The Road Not Taken† by Robert Frost. There have been times when a person had to choose a specific path that they though they should take but the truth of the matter was it ended up being the wrong choice. In life it is normal for people to make mistakes because we were not created and put in this world to be perfect. Nothing in life can be prefect because there is sadness along side happiness. When reading this poem it is as if I am in this poem and I was watching from the sidelines but I can read into the poets mind. Poems like this are rare; the way they are told with such vivid imagery sets the scenery up in the readers mind. The diction Frost uses to describe the fall season so adequately and imbeds it in the poem to run it more smoothly. In the first stanza, Frost says â€Å"And looked down one as far as I could / To where it bent in the undergrowth†, with such poetic significance that he is looking as far as he can into the two roads on one autumn day. He implies that he is sorry in the second line because he has a form of regret that he cannot travel both of the roads laid ahead of him at once. Not only are these the paths to another day but also they are the paths to his future. That is when Frost freezes and has to decide which one would most benefit him. Now he is forced by his own willpower to stumble upon the second road to which he continues to talk about. By using play on words such as â€Å"just† and â€Å"fair† he confuses the reader. Frost has a powerful way of making a poem become a story line by having the reader interpret his thoughts. Frost has the power of using similes when he compares the roads to being fair. Moving through the second stanza he explains that he chose the second road only because he thought it was the rode less taken by any other human. He uses vivid phrases like â€Å"it was  grassy and wanted wear† which makes it known to the readers of this poem that the path he chose to take was the path that not a lot of other people took because it looked fresh without any footsteps. Right when the reader thinks he has figured the poet out, Frost goes and complicates our understanding by comparing the two paths and declaring them equal to one another. Like every great poet, the reader finds everything out line-by-line, which makes his writing more of a mystery than a straightforward poem. In the beginning of the third stanza we learn that it is in fact morning when Frost decides to take the road he has chosen. We figure that out because he writes, â€Å"And both that morning equally lay.† Does he realize that the reason why the road does not look used is because he might be the first person that day to take that path down to success or failure? Frost uses more fancy words in the poem to confuse us but really when he states â€Å"In leaves no step had trodden black.† he mentions the leaves haven’t turned black because people haven’t stepped on them or crushed them. Just like how the leaves survive the night, he compared it to himself in hopes that he will survive as well. Including an epiphany in the writing by saying â€Å"Oh, I kept the first for another day!† not only shows us regret but also shows us some hopes he has in going back one day and taking the road he did not choose the first time around. The next two lines where Frost wrote â€Å" Yet knowing how way leads on to way, / I doubted if I should ever come back.† really explain the chances of being able to go back are one in a million. It would be foolish of him to think he would have a chance at something that can change in a second. In the final stanza of this great and powerful poem, Frost changes the tense of this poem to where he is in the future looking back to his choices. He uses the word â€Å"sigh† that can portray many meaning as if he said it from happiness or sadness or he is just reflecting upon his experience. But when Frost states â€Å"Somewhere ages and ages hence:† it is obvious that this story he tells us, he will keep telling it many years from now. With a neat way of repeating the first line of the poem he brings his story to an end. The form repetition is used to help put emphasis on the importance of the poem and  with that he says â€Å"Two roads diverged in a wood, and I—â€Å" in which he compares himself to the road where he is standing. Frost reflects on his decision of taking the one less traveled in confidences that it has made him more unique. And he ended the poem by expressing his experiences and looking back into his decisions. Frost realizes that if he were to take the road not traveled he would not have experienced all that he did. This ending of the poem shows ambiguity because he wants the richest experience possible. Thinking back on this poem helps us understand life much more, the fact that life is full of irony. In particular to this poem, the title of the poem itself is ironic because it is called â€Å"The Road Not Taken† where in fact he puts more emphasis on the road he DID take. This whole poem has been based around dreams, choices, hopes, and plans for the future. The fact that he uses nature as his surrounding he is metaphorically comparing it to life itself. If you were to dissect this poem further, you would realize that the poem is contradicting the way it is set up. While reading a poem about paths and choices it really it only leads you to think of your own struggles you have been through. I never realized how much I have regretted some of the choices I have made in my life. The only difference between my life and this poem was that I had to choose between not one or two paths but three. It also gets harder to distinguish which path you want when all the paths give you exactly one thing you treasure most. This poem connects to me personally because when I was starting high school I had to make a decision whether I wanted to stay with the crowd of friends I had that included some friends my parents didn’t like or to make new friends which meant I had to open up to people, or initially take it one day at a time even if it meant to hurt my parents and go against their decisions. Ultimately it was somewhat of a loss to me because in any choice I made I lost something that was most important to me. I value friendship so much but I value my parents and their opinion so much more. Until this day I think about how my life would have been different if I didn’t make the decision I did. Life is honestly too short to live with regret but that does  not mean that there won’t be moments where you wish you had done something differently. I am proud of the path I chose and made new friends because in the end I was able to make my parents proud because they liked my new group of friends and I became apart of a new social circle. I never had anything handed to me in my life, whatever I wanted and wished for I was the one in charge for it. Just like Robert Frost I had to stand there and look as far as I could into my future to be able to make the choice that would be most right for me. Even though I lost so many friends that I was once close to, it helped me mature and also became a strong person. In this world we live in, we have to lose certain things to be able to gain more challenges that become second nature to us. The outcome of my choice of choosing to make new friends was that I gained more of my parents’ trust, attention, and love. Love is the most important thing other than health for a family to share. Frost showed me that in order to move forward in life, no matter how uncertain, you just have to give it a try and see what the outcome is. Sometimes it won’t be the outcome in which you wanted to acquire but it wont necessarily be one that you dread for the rest of your life. There will be moments where you will dwell on the past and hoped you had taken another road but you have to focus on the future. Looking back now, I do not regret the choice I made even if it involved losing some friends that had turned into family. Not everything in life is meant to be regretful. There are so many wonderful aspects of life we never figure out because we are too busy worrying about how difficult an obstacle may be. God and life itself puts obstacles in our way to show us we can overcome any hardships. I knew by making my choice to make new friends I myself would become a better person. Just like the ending of Robert Frost’s poem â€Å" And that has made all the difference.†

Relationship Between Media and Ethnic Minorities

Relationship Between Media and Ethnic Minorities INTRODUCTION At present, the relationship between the media and ethnic minorities has become a key issue, and a great number of professors have done lots of relatively research on this topic (Entman and Rojecki, 2000). Moreover, media has been argued that they provide an overall negative portrayal of racial minority group. Therefore, this report aims to critically analyze this argument. This study begins with illustrate the theory of ethnic minorities, especially the racial minority group. Then, the media portrayals of the racial were analyzed, which focused on analyzing the Black people and Islam groups news categories on the basis of research evidences. Finally, this report also points that the journalists who working as the media makers also provide the negative representations of the racial minority group. THE CONCEPT OF ENTHNIC MINORITIES Every country or large society contains ethnic minorities. They have their own lifestyle, language, culture and religions, which are distinct from the other communities (Adeno, 2002). Moreover, the social status of the ethnic minority is not only relating to the numerical but also linking to the political power (Cottle, 2000). Specifically, the ethnic minorities have the following features: They have smaller population than the rest of the population of the state They positioned as a non-dominant group in the state They have their own religion, language, culture etc that are different from the national people Their members have a will to continue to have their specificity Their members are not only the citizen of the state, but also belong to the minority (Greenberg and Brand, 1994). Apparently, they are not having a dominant position, and self-determination is the key issue for them (Cottle, 2000). That means ethnic minorities are a small group of people that have their specific personal behaviours in the state. RACIAL MINORITY GROUP At present, there is no conclusion or consensus about how to define, understand and analyse race (Audrey and Brian, 2005). On the basis of the historical research, race was marked by their physical or phonotypical appearance that was distinct from the social groups (Levi-Strauss, 1996).Furthermore, Malik (2001) thinks race is a physical form that has some common genetic characteristics of the population. That means racial people are different from the national people in skin colours, beliefs and rituals, language they speak and so on. They are a small group existing in the state and different from the other national people. MEDIA PORTRAYALS OF RACIAL MINORITY GROUP The media plays a significant role in providing the representation of the racial minority group to the public (Law, 2002). This part mainly focuses on analysing the portrayals of racial minority that are provided by the media. BLACK AS A PROBLEM AND A THREAT Historically, the US news coverage of blacks has charactericticsed as the people were lazier, less intelligent, less moral and more prone to crime than Whites (Stokes and Reading, 1999, p191). Moreover, as the first West Indian immigrants arrived at Empire Windrush in 1948 and the number of Black people resident in Britain has increased to more than one million. The word immigrant has been a synonym for Black although there has a large number of white immigrations at the same period. Therefore, most people would think about the rise of the Black people when they see the headline of IMMIGRANT BIRTHS UP (Bashi, 2004). Moreover, most white people regard dark pigmentation associate with dirt, poverty, low social status, low intelligence, animal sexuality, primitiveness, violence and a general inferiority, due to this the white people also connect immigrants with undesirable behaviours together such as mugging, gangsters, rioters etc (Hartmann and Husband, 1974, p202). Furthermore, a larg e number of Britains mainstream medias portrayal racial minority group in a negative way in the headline: Daily Express: MORE ASAINS ON THE WAY TO JOIN 4-STAR MIGRANTS Daily Mail: WE WANT MORE MONEY SAY 600-A-WEEK MIGRANTS Daily Telegraph: MIGRANTS HERE JUST FOR THE WELFARE HANDOUTS Sun: ASAINS OFF TO THE WORKHOUSE The Times: HOMELESS ASAINS LIKELY TO BE MOVED TO WORKHOUSE BY END OF WEEK COUNCIL SAYS (Gurevitch et al, 1982). Obviously, all of these reports indicate that the word immigrant represents the racial people, and each of the newspaper has used negative words in the headline to describe the news about racial immigrants. As a consequence of this, the readers have built racial stereotype of immigrant reports, which means they form a negative sense of immigrants equal to Coloured people, and they will think Black or other coloured people when they see the word immigration (Campbell, 1971). This readers negative impression about racial people is due to the large number of negative media coverages. In addition, a survey relates to the reporting of members of immigration shows that 61% of the content was negative (Fowler, 1991). All of these inform that the media exactly provide negative portrayal of racial. Furthermore, Sivanandan (2001) manifested that the media has demonised the Blacks. Because of these negative portrayals of the racial minority group, the audiences will appear racial people when th ey see the word immigration in the newspaper or on the television. Dennis and Pease (2000, p21) also mentioned that the news related to immigrants are always bad, for example, a newspaper from New York describe the headline in this wayIn December 1993, a Jamaican immigrant killed six commuters and wounded 17 others in a rush-hour massacre. That indicates clearly the media connect the racial minority with the negative words massacre in the headline rather than only describe the event. So, the media has provided a negative representation of the racial minority group. BLACK CRIMINALS REPORTINGS According to a media research by the US social scientists, the core reports of Black people in the television and film is usually connect with violence, crime, disease and some other negative words (Anwar and Shang, 1992). For example, a movie named Menace to Society that made by a Black man, which was full of disservice and negative portrayal of Black men. Additionally, another film Colours describe Black men as animals and they engage in violent without emotion (Barry, 1993). Furthermore, the programmer of Cold Case portrayals Black offenders as evil when they have committed a murder, while white offenders were represented as clever even intelligent criminals (Hall, 2008). In terms of television and film, Black men are always portrayaled in a totally negative way, and this has made the audience have a racial stereotype. In addition, compared with the white offenders, black people were always described as stupid offenders in the television or film. In the US, how the media represent the race minority group has become a key issue. For example, the journalists not only provide the news stories about black individuals, they also choose examples that will describe the category of black Americans and be compared to whites images of themselves (Braham, 2007). So, this makes the readers have a negative racial stereotype of race minority group. Moreover, on the basis of two data sets (ABC, CBS, and NBC nightly news programmes taped during January, February, and March, 1990, and a set of full verbatim transcripts of the ABC nightly news for an entire year), the researchers found that the media has represented black as the source of trouble and the data was shown in table 3.2.1: This table illustrates clearly about the news coverage of blacks. The most frequent news coverage about black was crime in the local news press, and the third most common topic related to black was victims, which indicates black has a non-dominant status in the state. Moreover, the news coverage relate to crime and victim account for 46.4%, which take nearly half of the reporting portrayal blacks as the threats to American society. Further, according to the data analysis result, almost 60% of news stories focus on negative representing about black events, and also the politics reporting provide non-positive messages for the blacks (Karnig, 2007). In terms of crime news, there is a significant different between media portrayals on blacks and whites, 77% of news stories about black are concerned with violent or drug crime, while 42% about white crimes (Riggins, 1992). This difference indicates the media portrayal the overwhelming majority of black news stories relate to violent, drug crime or other negative words. Moreover, the local news study found that the blacks are twice more than whites shown in the physical grasp of a police officer (Mirrless, 2006). As a result of this, image of blacks are more threatening than the white because the media reporting. ISLAM AS TERRORISTS According to research by Richardson (2004), the data shows that the negative words always appear in the Islam news, which account for nearly 97%. In the USA, the media represent an overall negative image of Islam after 9-11 events. Times magazine analyses 140 reports (2003 May 5 to November 24) about the Islamic world after the end of the war in Iraq, and describes as a violent terror, ignorance and backwardness of the Islamic world, even portrayal as the birthplace of a devil for Americans (Gerges, 2004). For todays US and European public, Islam is particular unpleasant news. Moreover, both the media and government portrayal the Islam is a threat to Western civilization (Poole, 2002). In addition, Times provides several major themes in the Islam reporting: the first major theme is abouthe terrorist organizations, terrorists, terrorist attacks and counter-terrorism operations, which accounting for 36.4; second major theme post-war situation in Iraq that accounting for 22.9; third theme accounting for 11.4% that relates to the tyranny of Saddam Husseins sons, atrocities, and the traces of his son and property; and followed by Islamic countries and terrorist organizations (7.9%) and authoritarian backwardness of Islamic countries, as well as the peoples tragic life and resistance (5%) (Gerges, 2004). These results indicate that the media nearly provide a whole news stories that make Islam and terrorism together. Furthermore, Times reports for the Islamic world is always associated with terrorism and tyranny, and the media attempt to summarize the Islamic civilization with ignorance and warlike character. Meanwhile, there is no reporting about the daily life of civili ans in the Islamic world (Kandiyoti, 2006). After the 9-11 events in 2001, the whole media institutions in the USA describe Islam in a terrorism image, and almost all the citizen fear of the Islam (Poole, 2002). All these reporting indicate that the media only focus on providing a negative image of Islam to the audiences, which always make Islam connect with terrorism in the news reporting. DOMESTIC REPORTINGS OF THE RIOTS Due to the two bombs was exploded in the UK in 1999; the domestic reporting of the riots has increased in the UK (Lewis, 2000). Generally, the domestic reporting such as the Times, the Guardians, Independent and Sun have interpreted black people associated with conflict, controversy and deviance (Richardson, 2004). Moreover, Hartmann and Husband (1974) found that there always appeared race combined with conflict or violent words in the headlines of press news in those four newspapers. Further, these newspapers have the similarity news coverage, which are immigration, relations between black and white, legialation to control immigration (Braham, 2007). In addition, according to the Leicester Universitys Mass Communication research, the citizens pay more attention to consider the threat of the coloured people to them rather than the housing, education and employment about the coloured people. All of these research evidences have confirmed the media reports in the local concentration of ethnic groups described in negative news, and 97% of the news coverage of race links to crisis, violence and other prejudicial words. Even the news end with that the coloured immigrants has given us a threat (Anwar, 2004). This has proved that the media provide a negative image of racial minority group. In terms of crime news reporting, the media always show more mug shot of the Black offender rather than the white perpetrators (Entman and Rojecki, 2000).In that case, the continuously negative reporting of Black men will lead the audience have a negative racial stereotype, which associate murder, abduct, rape and other negative word with Black men automatically (Bryant and Oliver, 2009). In terms of the reports of domestic violence, Troyna (1987) shows that the media focus on reporting the result rather than the reason when the news covered of violence between racist offenders and white victims. Therefore, the negative representation of racial disturbance was made by the media, and the news framework was based on the black presence and the news coverage was full of conflict and tension. In addition, a research about journalists found that they used to make prejudicial stereotypes to portrayal Britains minority communities. (Cottle, 2000; Gabriel, 1994; Harmann and Husband, 1974; van Dijk, 1989) In that case, journalists stereotypical representation about race minority communities will appear in the press, which lead more and more negative portrayal about racial. JOURNALISTS PORTRAYALS OF RACIAL MINORITY GROUP In the United States, due to historical reasons, whites have a relatively higher status rather than other ethnic groups such as the African-American, Asian Americans, and Hispanics etc; therefore the US media are more likely to evaluate other minorities from this white-dominated mainstream culture perspective (Cottle, 1992). In terms of the media, especially the mainstream media, white accounted for the vast majority of journalists for a long time; the proportion of white journalists and commentators is overwhelming advantages in the news and current affairs programs, and it is difficult to see Asia and other minority journalists or reporters during the news or programmes (Fife, 2007). Hence, this imbalance in the distribution of personnel also contributed to the media ethnocentrism. More accurately speaking, that is a white-dominated media culture and perspective (Entman, 1990). Moreover, the worse is that those who live in the United States-led class advantaged groups are difficult to realize the existence of ethnocentrism and impact, and if this trend continues, the spread of sensitivity (sensitivity) would be weakened of other ethnic or vulnerable groups; and also they would be cold or weak outlook for other groups to see the damage. They even thought it was the freedom of the press, information, entertainment, or objective comments about the reportings of very serious racial discrimination or personal prejudice (Sonenshein, 1993).For example, the famous CBS radio show host Don Imus has dismissed because he calling a black female athlete hair volume prostitute in the program for black college women basketball in 2007.In the last century 90s, another well-known program host Bob Grant was forced to resign because he commentate a black mayor as a toilet cleaners (David, 2007). However, these commentators do not think that their remarks would cause great harm to the black community, because they are in mainstream classes (Kanellos, 1994). Hence, this unbalance distribution of the journalists and the inherent racial superiority of white press journalists, will inevitably lead to negative news coverage of the race. CONCLUSION To sum up, according to the above analysis of the researches, it is clearly to see that media really provide negative portrayals of racial minority group. Whether the newspapers, television or website, there always appear the black or Islam news event associated with violent, drug crime, terrorism and other negative words, this inform that the media has represented the black or Islam as a negative image to the audience, even make the audience have a race stereotype, which means the audiences will connect the black or Islam people with the negative words such as immigrations, threat to us, terrible and violent etc automatically. Hence, the media really provide a negative portrayal of racial minority group and even influence the sudiences image of race people. REFERENCE Adeno, A. 2002. Individualism, Communitarianism, and the Rights of Ethnic Minorities. 2nd London: Sage press. Anwar, M and Shang, A. 1992. Television in a Multi-Racial Society: A Research Report. 2nd London: Commission for Racial Equality press. Anwar, M. 2004. Young Muslims in Britain. 1st Leicester: The Islamic Foundation press. Audrey, S. and Brian, S. 2005. Race as Biology is Fiction, Racism as a Social Problem is real: Anthropological and Historical Perspectives on the Social Construction of Race. American Psychologist, 60(1), 16-26. Barry, A. 1993. Black mythologies: representation of Black people in the film vision. 1st Stoke-on-Trent: Trentham press. Bashi, V. 2004. Globalization anti-blackness: Transnationalizing Western immigration law, policy, and practice. Ethnic and Racial Studies, 27(4), 584-606. Braham, P., Rattansi, A. and Skellington, R. 2007. Racism and Antiracism. 1st London: Sage Publications Ltd press. Bryant, J. and Oliver, M.B. 2009. Media Effect. 3rd London: Taylor and Francis press. Campbell, A. 1971. White Attitudes Toward Black People. 2nd America: University of Michigan press. Cottle, S. 2000. Ethnic Minorities and the Media. 1st Buckingham: Open University press. Cottle, S. 1992. Race, racialisation and the media: a review and update of research. Sage Race Relations Abstracts, 17(2), 3-57. David, A. 2007. Black Activists Dercy Negative Regan Media Coverage.on-lineAvailable from: http://www.nationalcenter.org/P21PRReaganBlacks604.html accessed 2nd March, 2010 Dennis, E.E. and Pease, E.C. 2000. The media in black and white. 2nd New Jersey: Transaction Publishers press. Entman, R.E. 1990. Modern racism and the images of Blacks in local television news. Critical studies in Mass Communication, 7(4), 309-31. Entman, R.M. and Rojecki, A. 2000. The Black Image in the White Mind. 2nd Chicago: The University of Chicago press. Fowler, R. 1991.Language in the News: Discourse and Ideology in the Press. 1st London: Routledge press. Fife, M. 2007. Promotion racial diversity in US broadcasting: federal politics versus social realities. Media, Culture and Society, 9(1), 481-505. Gabriel, J. 1994. Racism, Culture, Markets. 1s tLondon: Rontledge press. Gerges, F.A. 2004. America and Political Islam. 1st the United Kingdom: University of Cambridge press. Greenberg, B.S. and Brand, J.E. 1994. Minorities ans the mass media: 1970s to 1990s. 2nd Hillsdale, N.J.: Lawrence Erlbaum Associates. Gurevitch, M., Bennett, T., Curran, J. and Wollacott, J. 1982. Culture, Society and the Media. 5th the United Kingdom: Methuen and Co, Ltd press. Hartmann, P. and Husban, C. 1974. Racism and the Mass Media. 3rd New Jersey: Rowman and Littlefield press. Hall, S. 2008. Signification, Representation, Ideology: Althusser and the Post-Structuralist Debates. Critical Studies in Mass Communication, 2(2), 1-25. Kandiyoti, D. 2006. Women, Islam and the State. Critical Studies in Mass Communication, 16(7), 231-256. Karnig, A.K. 2007. Black Representation on City Councils: the Impact of District Elections and Socioeconomic Factors. Urban Affairs Review, 12(2), 223-258. Levi-Strauss, C. 1996. Race, history and culture-Ethnics. Communication Research, 12(2), 177-189. Law, I. 2002. Race in the News. 2nd New York: Palgrave. Lewis, J. 2000. The Story of a riot. Screen Education, 40(1), 15-33. Malik. 2001. Race, pluralism and the meaning of difference.on-lineAvailable from: http://www.kenanmalik.com/papers/new_formations.html accessed 28th February, 2010 Mirrless, C. 2006. Domestic Violence: Findings from a New British Crime Survey. Victims of Violence, 18(5), 27-39. Kanellos, N. 1994. Mass Communication and Hispanics. 2nd Houston: Arte Publico press. Poole, E. 2002. Reporting Islam: Media Representations of British Muslims. 1st London: I.B. Tauris press. Richardson, J.E. 2004. (Mis)representation Islam: the racism and rhetoric of British broadsheet newspapers. 9th London: John Benjamins Publishing. Riggins, S.H. 1992. Ethnic Minority Media: an International Perspective. 1st London: Sage press. Sivanandan, A. (2001, 17 August). Poverty is the new black. The Guardian, p. 13. Sonenshein, R.J. 1993. Politics in Black and White: Race and Power in Los Angeles. 1st Princeton: Princeton University press. Stokes, J. and Reading, A. 1999. The media in Britain: current debates and developments. 1st New York: Macmillan Press Ltd. Troyna, B. 1982. Beyond Multiculturalism: towards the enactment of anti-racist education in policy, provision and pedagogy. Osford Review of Education, 13(3), 307-321. Van Dijk, T.A. 1989. Press about the 1985 Disorders Race, riots and the oress: An analysis of editorials in the British. International Communication Gazette, 43(1), 229-253.

Hip Hop and the Civil Rights Movement Essay -- Music

The Hip Hop movement was born while the Civil Rights movement was aging. The Civil Rights movement, at its height addressed social inequalities however, in its old age it began to demand economic equality – enter Martin Luther King Jr.’s Poor People’s Campaign. Although Black Americans were allowed to eat next to White Americans in restaurants, and were allowed to sit next to White Americans on buses and enjoy equality in terms of access, white supremacy went underground and manifested as red-lining, unequal protection under the law, and a greater disparity between once racially segregated schools that are now economically segregated. The Civil Rights Movement and the Hip Hop movement are similar, but yet are different. If oppressed individuals draw upon the strengths and weaknesses of these movements they will produce profound results socially and economically in the United States and abroad. It is impossible to separate my voice from this topic, as I was born as an African American girl in 1984 during a time when Hip Hop could metaphorically be considered an adolescent. Through conversations with my grandmother, who grew up in segregated Arkansas, as well as my mother who was a teenager during the turbulent 70’s I have learned qualitative information about the Civil Rights movement. After much research, the major concern for Civil Right’s activists was the integration of schools and all public institutions. Black children had to walk several miles to school – while white students were provided transportation, Black children were given â€Å"hand-me down† textbooks and supplies and black teachers were provided a fraction of the salary that white teachers made. After the historic win of Brown v. Board of Educati... ... always been an issue, but hip hop has the power to cross economic, social and religious divisions. The civil rights movement did not have the resources that the hip-hop movement has today however it has the resiliency, the know-how and blueprint to take our society to the next level where individuals will be less oppressed and more able to positively add to the legacy and values revolution of America. 10 Works Cited hooks, bell. We Real Cool: Black Men and Masculinity. New York: Routledge, 2004. Kitwana, Bakari. The Hip Hop Generation: Young Blacks and Crisis in African American Culture. New York: Basic Civitas, 2002. Morgan, Joan. When Chickenheads Come Home To Roost: My Life as a Hip Hop Feminist. New York: Simon and Schuster, 1999. Neal, Mark Anthony. Soul Babies: Black Popular Culture and the Post-Soul Aesthetic. New York: Routledge, 2002.

Written Rational of Negotiating with Learners

Written rational of negotiating with learners, understanding inclusive learning, how to integrate functional skills and how communication can be delivered to the learner Teaching is based on many different ideas which all come to gether to help create and deliver a session to a group of learners. It is important to understand how, communication, inclusive learning, functional skills and negotiating with learners can lead to effective learning.Planning teaching and sessions can enable all learners to have the same opportunities to learn equally and will help the teacher to achieve their learning objectives. Negotiating with learners Assessment should be used for teachers as well as learners Life long learning UK (2007) Assessment is a valuable tool for both Teachers and learners to assess how and whether learning has occurred, according to Scales (2008) The principle purpose of assessment is to help people to learn; it should not be about testing people to see at what point they will fail.It is a method of elevating learners to a higher level of learning Everett (2012) Initial assessment occurs at the beginning of the course or precourse to obtain information about the learner’s skills and knowlage to date. Formative assessment helps the teacher to see how learners are progressing before moving on to other topics. It includes the effectiveness of the teaching and learning-taking place. Summative assessment is carried out at the end of the module or the course to assess whether the learning objectives have been achieved this can be via an exam.Other Methods of assessment include the following, *Observation * Simulation * Project and assignment * Portfolio * Written questions (essays and short answers) * Verbal or oral questions * Professional * On going assessment * Questions and answers * Assignments * Debates and discussions Initial assessment should help agree goals between the learner and the teacher; it is god process to help ensure the learner feels supported and happy. Inclusive learningInclusive learning Is about recognising that each learner is if different and each learner will require different information or aids to help them learn, it is about understanding that no one learner should be excluded from any activities within any session. In terms of learning this is where the teacher can really empower their students. According to Petty (2009) Inclusion, diversity, entitlement, differentiation, ensuring equal opportunities and personalized learning require teachers to treat students as individuals.When planning sessions it is important that the teacher plans for inclusion, an effective way to do this is to make sure session plans are written beforehand and â€Å"includes methods that appeal to visual, auditory, and kinaesthetic learners† Wilson (2009) Sessions should follow a structured style, that includes a introduction, middle and end, it should also include lots of interaction between the teacher and the class, b ut also make sure there are lots of things to do such as quizzes, visuals (PowerPoint) and games.The teacher should also analyze the class as it progresses to make any needed changes but also make an effort to make sure everyone in the class feel included. â€Å"Support your less able learners and stretch the imagination of the gifted ones† Wilson (2009)The Use of different resources to help each learner get the most from the session is important, aim to be creative with your learners, if there is a lot of talking in a planned session create hand outs to aid visual learners to help them follow, a great way to invite kinaesthic learners to learn is to give them hand outs and ask them to fill in blank words as they go though the session, by making sure the session is varied and has lots to do ensures that the needs of VAK are being met.Great resource openers, fillers and closers include word searches, quizzes, and crosswords can be given to those learners who are quick to finis h or for those who need an alternative exercise. Communication Communication is a means of passing on information from one person to another; it can be verbal, non-verbal or written Gravells (2008) Communication is generally in one of three ways; 1. Written – this can be long hand, short hand, text, images 2. Verbal – spoken, direct face-to-face or indirect on the telephone 3.Non-verbal, also know as body language – dress, facial expression, Proximity, and touch. In any communication exchange, the teacher should ensure that what has been offered has been understood. Pausing to summarize the things that have been spoken and heard can do this, and by asking questions to get feedback from learners to make sure they have understood and comprehended the topic. The key with any communication understands the message, which is being conveyed which can be done via questions and answer sessions, quizzes, questionnaires, feedback sessions.For communication to be effective the teacher needs to understand the intrinsic barriers to effective communication these can include the following: * Jargon and specialist terminology – write specialist words or info On the board so learners understand * Level of language depends on age of the learner be mindful when Developing hand outs so learners understand * Language and accent- speak clearly and slowly * Noise background noise can be distracting, fans, computers outside Noise * Listening and writing some people can not write and listen at the Same time, time should be given for note taking Talking and listening- speed, timing and allow for thinking time Integrating functional skills Functional skills are an initiative that was devised by the government to standardize qualifications in English, maths, and ICT. Functional skills are also known, †¢ Basic skills †¢ Common skills †¢ Key skills †¢ Core skills However they are now known as functional skills and these refer to the mastery of English (lit and language), maths (numeracy) ICT (info technology) These are the skills that underpin all learning and without them learners will struggle to meet the needs and demands of their chosen qualification, work and life skills.Government 14-19 education and skills white paper employers have identified functional skills as vital skills to learning, and functional skills can be taught in any class setting. English/ Literacy – spelling competitions – Discussions – Presentations Maths – – real life skills – Calculations – Interpreting and presenting results ICT – finding and selecting information – Entering and developing information.Embedding functional skills means that English, maths and ICT are delivered within any session in a clear concise way with out the learner realising it is being taught. â€Å" Integrating functional skills into your teaching means that you will set activities which meet the literacy, or numeracy standards; they may or may not be in context. By incorporating functional skills into every activity they will become embedded† Wilson (2009) Integrating functional skills is essential for helping learners to achieve and succeed in the future.Learning should engage, motivate and enthuse each learner on an individual basis, this means the learners individual needs should be considered and language, literacy, and numeracy skill levels should be considered, teachers should make sure each learner is taught in a way that they feel engaged, respected, safe, secure, and valued. Teachers should seek to use communication strategies that are within the learner’s range of understanding to motivate them.Wilson (2009) suggests that teaching and learning strategies should vary according to how the teacher will engage and support the learners within the time allowed, by using a range of learning methods, materials and resources each learner will feel included and supporte d with in the learning environment. Reference page Life long leaning UK (1997) Inclusive learning approaches for literacy, language, numeracy and ICT Scales. P. (2008) life long learning sector. Wilson. L. (2009) Practical teaching, a guide to PTLLS and DTLLS,

Personal Development in Health Essay

Outcome 1: Understand what is required for competence in own work role Describe the duties and responsibilities of own work role. On a day to day basis the daily jobs are as follows: Daily weekly jobs Am Check money tins Visual check of home and exterior Support clients in Breakfast Support Clients in getting up and showering if needed Medication at 9am Handover form Early to Mid shift if needed Support clients in their jobs Own administration jobs to be completed throughout day inc SWIMS, Time Sheets, Emails, objectives, my way forward etc. Link working with clients Answer phone, and complete anything as it comes in Prepare lunch and dinner Medication at 1pm Handover to PM staff at 2pm as long as is needed PM need to check money tins Check jobs and clean etc if needed Support clients as needed 4.45 medication before M shift goes 5.30 evening meal is served Any PM specific cleaning jobs 9pm Sleep shift comes on with Handover 9.30 Evening Medication is given Sleep shift checks fridge and freezer temperatures Sleep specific jobs see cleaning list by microwave Closing checks of Home Assist clients to bed if needed On the wider scale my job is as follows: JOB PURPOSE To provide care and support to individuals residing in a Registered Care Home setting. CLIENT SUPPORT †¢ To actively seek to empower service users to gain and maintain control over all aspects of their lives †¢ To support clients with personal care as detailed in care plans developed by others ensuring they are treated with dignity and respect at all times †¢ To undertake tasks as directed by Senior Registered Support Worker and/or Service Manager †¢ To support clients with laundry activities †¢ To order food for the RCH and/or support clients with shopping †¢ To support and /or accompany clients to collect benefits or other†¦ Continues for 9 more pages  » Read full document Full access is free for premium users. Add to Library (0) DownloadPrint Report this Essay Facebook Twitter Google+ Send Rate This Document 4.5 12345 Read full document Full access is free for premium users. Document Details Views: 168 Words: 2433 Related Essays Unit 332 – Engage in p†¦ †¦Page 1 – Kathryn Di Terlizzi Unit 332 – Engage in personal development in health, social care†¦ 10 Pages October 2013 Engage in Personal Devel†¦ †¦Engage in personal development in health, social care or children’s and young people’s settings†¦. 6 Pages October 2012 Sc32: Engage in Personal†¦ †¦SC32: Engage in personal development in health, social care or children’s and young people’s†¦ 10 Pages March 2013 SHC 32: Engage in person†¦ †¦SHC 32: Engage in personal development in health, social care or children’s and young people’s†¦ 6 Pages March 2014 Unit Shc22 – Introductio†¦ †¦SHC 22 1.1 Describe and explain the duties and responsibilities of your own work role†¦. 7 Pages November 2011