Reflection about the discomfort Essay Example for Free

Reflection about the discomfort Essay When I met a stranger at a party, I said to myself I wouldnt be shy. I told him my life story and my opinions within 10 minutes of meeting him. How odd it seemed. And finally he escaped from me. This was not a good start of a relationship, from that I learned self-disclosure was a kind of communication which worked best a little at a time. I had to sensitive to the other persons needs and feeling, to be empathic. When I communicated with my boyfriend in the first week, I reminded myself I should practice self-disclosure and I gave me a license to blurt out everything to him. Several times he said to me, Youre doing that communication thing on me. From his reflection about the discomfort, I thought I was over disclosing. The next week, when I stayed with him, I paid more attention on listening to him, gave him chances to disclose, but he complained that he was disclosing more than I was. This time I made another mistake, I was underdisclosing. I understood that deciding when and how much personal information to disclose was not a simple case, if I couldnt handle well, not only I would lose the chance to make friend with that stranger, but also lose my boyfriend. I was so regret that I was not prepare well for this part in the methodology section. I should modify it. Then I went to do some reading and found the guideline for disclosure. Self disclosure is best when it is to the right person-often one who is capable of empathic understanding; to the right degree- you may decide to disclose all or part of your experience; for the right reasons-be sure your goal is to disclose yourself rather than to burden the other or show off; at the right time-in hours that are appropriate and when the other is not heavily burdened with his own need; and in the right place-in a location conducive to this kind of communication.(Bolton, 1986, p. 180) In the following days, I kept these guidelines in mind when I communicated and made a great effort in using disclosing, no complaints again and the relation between my boyfriend went even intimacy.  I was amazed how I was able to self disclose to my friend Jane after nearlly 3 weeks disclosing training. I opened myself to her and revealed things about my past that I very rarely talk about. I found she was able to relate to me and I even led the way for her to reveal things about herself. This gave us a great beginning. One behavior that has hindered my self-disclosure with her was when she told me she was not happy for me when I told her a serious mistake I have made before. Unfortunately, after she did that I have not been able to open myself up anymore. I didnt take confrontation too well and said nothing at all. I needed to change this by telling her how I felt when she said that to me. If I could do this it would be a big step for me. This was a problem that I didnt foresee, I should learn how to deal with confrontation, prepare for it. I kept a diary of my disclosing within these 3 weeks. I found I was easy to disclosure to women than men. I avoid interact with people with different culture, I rarely talked about my family, and I often pushed me to self-disclosing too much and this turned people off. A lot of problems involves in my skill, I need to learn more about confrontation, learn how much I should disclose and to whom the disclosures are made. These were not included in my initial plan, and I will add them in my follow up plan. Conclusion and reflection  1. Self-disclosure is a process of providing information to another individual. The information that is disclosed includes ones thoughts, feelings, past experiences, and future plans.  2. For me, self-disclosure was the hardest piece of the puzzle, I did not tell people who I really was because I was afraid that they would not like the real me. Plus I had the need to protect myself.  3. I think an ideal self-disclosure (my goal) involves openness, a desire   o get closer to another, and an implied trust in the person were revealing ourselves to. It also can increase self-acceptance. 4. The amount of information we disclose in our interpersonal relationships also influences our relationships. The Johari window is a model that helps us assess the type of information we disclose; whom we make disclosures to and the communication environment we find ourselves in. By using this model, I found I was a person I r who had a lot of hidden area and a little open area.  5. My relationship with my friend May was an example of using the social penetration theory. I thought I understood this theory and did quiet well with disclosing to May. Although the disclosing slowed down in the last week, it was due to the different background. From that, I knew disclosure happened frequently with people had common ground. 6. Although I overcome the mental barrier to communicate with the stranger, I still done badly. I fell in an extreme-overdisclosing and made him escape from me. I realized that self-disclosure couldnt be used as a mere device to force the other people into a relationship. It was a kind of communication which worked best a little at a time. I should sensitive to the other persons needs and feeling, to be empathic. 7. I failed to use self-disclosure with my boyfriend in the first two weeks, but with the help of the guidelines, I did better in the last week. During the first week, I made a same mistake (overdisclosing) again. I blurted out everything to him. After he reflected his uncomfortable, I forced myself to listen more, but still fell into another extreme- underdisclosing. In order to solve the problem, I found some guidelines and kept in mind in the following week and got a lot of benefit. 8. I done really well in disclosing to Jane, but a new problem arose. I didnt know how to deal with confrontation when she said she didnt like my past behavior. This hindered my disclosing and I couldnt open myself any more. The lack of prepare for confrontation leaded to my failure.  9. I thought the approach I adopted was quiet successful, such as prepare for disclosing and handle the anxiety, using a method to gradually work up to being more open.  10. I benefited a lot by keeping a diary about my training. From that, I discovered what feelings and needs I didnt disclose; which friendships grew the most. I also knew certain of my disclosures turn people off and what I was uncomfortable discussing certain things and who I avoid interacting with. 11. Prepared other for my change by telling them I would use a new communication skill gave me a lot of benefits. They would give me feedback and if I done badly, they wont easily get annoy.  12. There were many shortcomings in my approach. Such as ignore when and how much personal information to disclose, havent prepared for confrontation. Those problems made my disclosing failed.  13. I thought my origin goal was appropriate-became openness, got closer to another, and had an implied trust in the person were revealing ourselves to. My goal also included increasing my self-acceptance. After 3 weeks training, I found I was more open than before, I wouldnt always hide myself and I would like to share myself with the right person. I got closer to May, my boyfriend by disclosing. During the process of disclosing, a trust had built. I showed some trust in another by making a disclosure that had a little risky, when the other accepted and was supportive about my disclosure, trust was likely to be enhanced. Due to the acceptance by others, my self-acceptance enhanced.

Jeff Wall Photography Philosophy

Jeff Wall Photography Philosophy The artist Jeff Wall has argued that there are two prominent myths about photography, the myth that it tells the truth, and the myth that it doesnt. Discuss Walls statement with reference to the work of any two photographers from the 20th Century. In the following essay I propose to discuss Jeff Walls philosophical statement of photography, the myth that it tells the truth and the myth that it doesnt in which Wall openly recognises the associated ambiguities of photographys systems of representation and perception. The apparent naturalism associated with the photographic medium draws a certain sense of the presence of inherent truths. However, the degree of photographic truth or indeed myth is much dependent upon the intentions of the photographer who instigates and captures the composition. The argument which Wall refers to is not a contemporary difficulty with the medium, as these debates have been circulating ever since photographys beginnings. One must however acknowledge that photographys difficulties with regard the perception of truth or myth have progressively developed as time has transgressed. This notion is in accordance with the greater availability of manipulative photographic technology which has allowed the artist greater control over any proposed outcome. Every image embodies a certain way of seeing which happens to coincides with the consciousness of mankinds individuality. Therefore it is entirely relevant to mention the importance of an awareness of the term semiotics which considers the interpretation of these visual systems which we each profess to. In order to understand the pertinence of Wal ls argument, I plan to explore and discuss the works of Wall himself in conjunction with the works of another American artist, Cindy Sherman. A key universal element of my argument will rest upon the acknowledgement of the incorporation of the multiple peoples who incur the work of photographer as it is these who create and communicate the notion of truth and myth. Whilst no definitive answer may be given regarding the statement which Wall proposes, I do however seek to trace the inner complexities which threaten the authenticity of the photographic movement. Debates concerning the notion of perception, myth and truth have been circulating ever since mankinds inception to the planet. One of the earliest documented records of this debate goes back to the 4th century BC, in which the philosopher Plato presented theories which objectify the then traditional Sophistic views of morality and reality. Plato concluded that both subjects originated from ones own objective ideals of absolute truth, of which only existed in total form in our minds and not in our conscious state of physical awareness. To put simply, Plato writes that an idealised level of truth could never be achieved in absolute terms in our daily lifestyle and that any proposed notion was strongly dependent on our own quality of self interests. From this reading I can comprehend that the notion of reality, truth and perception are all in fact manufactured perceptions based around our own terms of reference. I do view this reading as significant when related to the works of Wall and Sherman who coincidently share a communal categorisation of photographic theme, yet whose subjective visual understanding of a 20th century American society contrast greatly. Artistic intentions are developed or withdrawn in accordance with our own unique mental facets. Related to this matter, concepts of knowledge are also fiercely depend ent upon societal context and worldly experiences. Knowledge is an ever developing independent discipline as are the illusive notions of truth and myth. Theoretical research does not lead to such certainties. Usually its results are quite intangible. It leads to new ideas but ideas are uncertain and debatable. It leads to new points of view but this is not enough if we want hard and fast results. It is only if we are very lucky that far down the road theoretical research leads to what we have been looking for all along: understanding. (Greenstein, 1983, Pg.108) In order to fully comprehend the truths and mythologies of photography, it is necessary to acknowledge that each person including the viewer prescribes to a certain creative vision and that these views we profess to may not be in keeping with the genuine intentions of artist. Modernist understandings of the visual field fall under the study of semiotics which recognises that art functions as another communicative language yet does not present its meanings quiet as literally as with journalism. In the year 1978, Wall created a piece of breakthrough photography entitled The Destroyed Room which documents the disturbing repercussions following an unspeakable act of domestic violence. Jeff Wall, The Destroyed Room, 1978, Transparency in light box, 1590 x 2340 mm, National Gallery of Canada, Ottawa. The destroyed room is clearly that owning to a woman judging by its disassembled contents; strewn feminine clothes and elegant heels. Another prominent indicator of a feminine presence within the composition is the inclusion of a rather graceful and strangely intact porcelain dancer figurine upon a shaken wooden cabinet. A number of intentionally placed diagonal indicators lead our eye to this perverse female substitute which further indicates the notion that she is a universal symbol for the masked, unspoken and disturbing realities evident within the 20th century American home. But is this an accurate representation of 20th century society? Wall created the piece by recreating the theoretical elements of Delacroixs infamous work, Death of Sardanapalus which in effect offers a contemporary model of a historic reference. Eugà ¨ne Delacroix, Death of Sardanapalus, 1827, Oil on canvas. 392 x 496 cm, Musà ©e du Louvre, Paris. While strong feelings of misery, deep unhappiness and pain prevail in both these meticulously composed works it would be misleading to conclude that both works tell of the same truths. Delacroixs painted piece incorporates figurative subject matter in romanticised states of physical torment which contrast greatly to that of Walls graceful, serene figurine seeming to mask the emotional elements of violence by contrast. Wall appears to be making a mockery of Delacroixs curvilinear models through the inclusion of a cheap artificial piece confirming that Wall does not hold any desire to remit the same intentions of Delacroixs work alluding to the mythical existence of an idealised human form, implying a certain utopian view. It is also interesting to note that Walls work places a clear responsibility on the viewer to focus specifically on just one single victim of destruction as apposed to dividing our attention between a number of peoples as in the case of Delacroix. The absence of a real physical presence in Walls work is unsettling for the viewer warranting us to question the welfare of those involved moreover then Delacroixs painting. My feelings of empathy and concern are as a direct consequence of the medium of photography which further evokes the sense that this depiction of intimate violation could in fact be real to life due to the fact that many works of factual photo journalism are presented in a manner similar. I also believe that such a scene does not constitute the creation of a timely idealised masterpiece. This image is revealing of one persons view of a society but it would be a myth to suggest that it an agreeable truth for all else involved especially those who experience domestic abus e. As a viewer, I am aware that I am placing my objective thoughts on the work which may contrast with that of the practitioner and by this means I could unknowingly be creating a work of myth or indeed truth. Similarly I relate this analysis to Wall interpretation of Delacroixs work in that did Wall really take initial inspiration from the work of Delacroix or did Wall get caught up in the moment of physical chaotic creation which later seemingly related in theme to that of Delacroix? We may never know the answer but I take some comfort in my as Walls work seems an entirely abstract muted edition of the work of by contrast to his previous reworking of the work of Hokusai in A Sudden Gust of Wind (after Hokusai), In 1982, Wall created another thought provoking exposure entitled Mimic which again similar to that previously discussed, seeks to condense the negative misgivings of a contemporary culture within a single frame. Jeff Wall Mimic 1982, Transparency in light box, 1980 x 2286 mm, Ydessa Hendeles Art Foundation, Toronto. The image presented reconstructs an offensive racial gesturing witnessed by Wall between two men; a well turned out Chinese man and a roughly clad Caucasian man. Mimic presents an interesting representation of the bodily gestures which typically stereotype these nations. In the case of the Chinese man, his unobtrusive, self servient gesture presents the typical conservative gesture that I connote most to being of Eastern cultural origins. In contrast to this, the Caucasian mans middle fingered gesture presents him as being from an inflammatory type society with liberal outspoken values. Do these gestures pertain to be as accurate representations of the real and whole conditions of the cultures we reside within? No they are not truthful in this regard yet they are truthful in that they do provide a truthful momentary pictorial of an offensive gesture. I fear as a woman that I cannot abide by the social condition Wall has involved here as he positions his camera maintaining an overtly masculine presence with lessened thought given for the role of women within society. It appears as though the lady portrayed is being dragged along or perhaps slowing back deliberately denoting herself as an unwilling participant in this racial transaction as she also stares in a voyeuristic manner away from the confrontation. I would even go as far as commenting that Wall appears to connote that women share as much of an unrecognized role in 20th century American society as any other foreign emigrant would and that the Caucasian man rules over all regardless of social rank or occupation. The context in which a photograph is captured, presented thus examined constitutes a variety of iconic indexical signs. The resemblance to Mimic to that of street photography, cinematographic photography and even photo journalist photography through its successful combination of conceptual performance art qualities and also colloquial elements means that its authentic intentions are difficult to read. The museum reference given pushes us to regard the piece as an aesthetic high art object implying a enriched sense of credibility which forces us to consider its compositional qualities as well as formal aesthetic qualities in a more conscious manner which might not necessarily be the case regarding its possible inclusion in a mass consumed newspaper. Museum curators dictate the manner in which we experience interpret photography and one would most likely consider a different set of indexical signs if museum artworks were placed outside of its intended location. The placement of art may hinder its idea, yet it is the placement of art which determines the power of an artistic idea. The same argument is relevant regarding the notion of time yet it is again the power of the artists intention which will conquer all inhibitors. The meaning of a photographic image is built up by an interaction of such schemas or codes, which vary greatly in their degree of schematization. The image is therefore to be seen as a composite of signs, more to be compared with a complex sentence than a single word. Its meanings are multiple, concrete, and, most important, constructed. (Tagg, John, The Burden of Representation. Amherst: University of Massachusetts Press, 1988) The work of Cindy Sherman emphasises aspects of concurrent femininity which aspires to philosophise the changing role of the female identity in response to cultural expectations. Sherman herself manages to direct, model and capture her photographic intentions in much the same self autonomous process she seeks to explore through her works. Sherman brilliantly captures the metaphysicality of the female figure through her incorporation of diverse facial expressions, considered clothing choices and through the application of heavy make ups which in effect offer few clues to Shermans inner identity which she desires to be excluded from her works. Yet if she so heavily desires to be excluded from her works why does she use herself within her work why did she originally title her early works self portraits? I place ambiguity over Shermans desire to remain anonymous within her work I firmly believe her intentions to be a work of myth. Untitled Film Still (#96) depicts an outstretched Sherman lying rather suggestively across a domestic floor, exposing the myths which define a woman s expectations of sexual fantasy. The image promotes a certain sexual objectivity of the female body specifically through the considered placement of hand and tissue hand near her female organs. Yet I can connote a contradictory sense of imperfection, insecurity and hidden vulnerabilities through her blushed facial expression. Photographs cannot create a moral position, but they can reinforce one-and can help build a nascent one. (Sontag, 2001, Pg.9) Cindy Sherman Untitled Film Still (#96), 1981, Photograph, 60.8 x 121.8 cm, Museum of Modern Art, New York. Shermans choice of a birds eye view camera angle does not allow us to engage with the camouflaged societal location as the figure is zoomed in upon cropped forcing us to engage solely with the figure. The image is part of a series entitled centrefolds which were deliberately labelled in accordance with Shermans choice of publication layout which involves a two page spread in the middle of a magazine which sees Sherman as a sort of fetish for male readers. While the image has been labelled Untitled Film Still, it does not convey an obvious sense of the films actualities as the cropped field of view by the photographer has created an artificial sense of place in which we have no knowledge or clues of the films preceding proceeding moments. In a sense the image goes against the commonalities of film making as its lack of information forces us to narrate our own variation of the films intentions. Sherman as apposed to Wall chooses not to focus on any specific moment but rather the amal gamation of a number of common episodes which she has encountered through the media which in effect creates a work which may remain true to Sherman herself but seems false overtly clichà © for the viewer. It would be a grave mistake to label these images as obsolete due to their supposed level of artificiality as they do communicate a level of truth and more importantly a message which causes us to question learn from our own lives misgivings. None of the images I have discussed are inherently better than the next because of its determined or undetermined levels of truth myth. One could almost say that Wall works were more morally truthful as he seeks to reissue a lived moment yet the actors he positions could not possibly be feeling the raw emotions that the initial experience entailed. And the same is true of Shermans work in that she is just re-enacting another persons portrait. The photographers way of seeing is reflected in his choice of subject. Every image embodies a way of seeing; our perception or appreciation of an image depends upon our own way of seeing. (Berger, 1973, Pg.10)

A sociological explanation of suicidal behaviour

A sociological explanation of suicidal behaviour The social facts surround us everywhere and affect our lives. To begin with, the social fact is a single, socially significant event or a set of homogeneous events that are typical for some areas of social life, or specific to certain social processes. The main attributes of the social facts are their independence, objective existence, and their coercive nature, i.e. an ability to exert the external pressure on the individual. It is a collective representation of the facts or a collective consciousness. The social facts are a course of actions, ways of thinking and feeling that exist outside the individual (i.e. objectively). These factors possess the normative coercive power in relation to him/her. Into the acknowledgement of the above stated information about social facts it is necessary to add that according to Faraganis (2000), by a social fact, Durkheim (as a person who defined the social fact in sociology) is referring to facts, concepts, expectations that come not from individ ual responses and preferences, but that come from the social community which socializes each of its members. Although we might embrace the normative community behavior and share its values, we are constrained by its very existence. The main purpose of this work is to reveal a sociological explanation about a social fact. Among different social facts, it is possible to emphasize the pathological social fact associated with the social problems, which is called suicide. The term suicide is related to the social fact because it is a single public event, typically for one or another sphere of real life. The suicide rate is one of the most important sociological exponents of the societys well-being. Global science has been already established that the act of suicide accumulated a number of the factors: social, economic, political, philosophical, psychological, and religious. The rate of suicide in Canada is historically similar to or slightly higher than in the USA. Around 3800 suicides occur in Canada each year. Suicide is a deliberate act of removal from life under the influence of acute traumatic situations in which life itself loses its meaning for humans. Suicidal can be called any external or internal activity, sent by a desire to take his/her own life. People who commit suicide usually suffer from a severe mental pain or are under stress and a sense of inability to cope with their problems. They often suffer from mental illness, especially major depression, and look ahead without any hope. Suicidal behavior is the suicidal activitys manifestation that includes the suicide attacks, attempts and manifestations. Thus, a situation when death is caused by people who may not be aware of their actions or control them, and as a result of a persons negligence are not related to suicide, but to the accidents. There are three main types of suicidal behavior: true suicide, demonstrative suicide and hidden suicide. The true suicide is never spontaneous, though sometimes it looks quite unexpected. Such a suicide is always preceded by depressed mood, depression, or just thinking about leaving this life. Sometimes, even the closest people do not notice this persons condition (especially if you frankly do not want it). It is obvious that in many cases true suicide is a result of prolonged depression. And any depression is characterized by a focus on past, not the future. The man on the verge of true suicide somehow appeals to the past, clinging to it, but cannot find the picture of own future. Therefore, the risk group for suicides includes teenagers and old people. The main part of the suicides is nothing but an attempt to engage in dialogue: only, of course, thats so unique and totally unsuitable for this method. Most suicides usually do not want to die, but they kill themselves only in order to reach out to someone, pay attention to their problems, to call for help. The psychiatrists often call this phenomenon demonstrative suicide. Researchers stated that propensity to demonstrative suicide sometimes seen as a specific way of manipulation. The hidden suicide is the destiny of those who understand that suicide is not the most dignified way to solve the problem, but nevertheless other way again cannot be found. These people do not choose an open withdrawal from life on their own, but they choose so-called due to suicidal behavior. For example, this is risky driving behaviors, exercises in extreme sports or dangerous business, and volunteer trips to hot spots, and even drug addiction. Among the major problems of modern Suicidology, the most relevant problems are the features of suicidal behavior associated with alcohol and drugs, the role of family and loneliness factors in the genesis of suicidal behavior and the problem of mental disease and suicide. In any suicide situation, there are usually two operating entities: the person who is thinking about suicide and his/her surroundings, or a specific person with whom he or she somehow tries to establish a dialogue. The increased suicide risk factors can be divided into extra-and intrapersonal. Extra personal suicide risk factors include: psychosis and borderline mental disorders; suicidal statements, repeated suicidal acts; post suicide; adolescence; extreme, especially so-called marginal living conditions; loss of prestige; conflict traumatic situation; drunkenness, drug use. Intrapersonal suicide risk factors can be identified: idiosyncrasies; reduced tolerance to emotional stress and frustrating factors; inadequa cy of communication systems; inadequate (overstated, understated or unstable) self-esteem; lack or loss of targets or values underlying the basis of life, etc. There are the features of suicide, which include: the desire to be alone is natural and normal for every person. But beware, when closed, the isolation become deep and long, when a person withdraws into himself, eschews the former friends and allies. Each of us is naughty from time to time. This condition can be caused by weather, well-being, fatigue, office or family problems, etc. But when a persons mood almost every day varies between the excitation and decay, there is cause for alarm. There are strong evidences that these emotional fluctuations are the harbingers of death. Depression is a deep emotional decline, which is showed in everyone differently. Some people become isolated, but at the same time, they disguise their feelings so well that it is impossible to notice the changes in their behavior. The only way in such cases is a direct and open conversation with a man. This is a proven fact that a lot of acts of suicide are caused by anger, rage, and cruelty to others. An abse nce or, conversely, abnormally increased appetite are closely linked to self-destruction thoughts and should always be considered to be a criterion for the potential hazards. In addition to the above-mentioned information, it is necessary to add that à ¢Ã¢â€š ¬Ã‚ ¦ alcohol and drug use disorders have been found to be strongly related to suicide risk (Ilgen, et. al, 2011). People, who plan their suicide, hand out their own things to family, friends, or relatives. As experience shows, this sinister campaign is a direct forerunner of a coming disaster. In each case, it is recommended to have a serious and frank conversation with that person in order to clarify the intentions of potential suicides. The reasons for suicide are complex and numerous. The reasons can be sought in biological, genetic, psychological and social spheres of a person. Despite the fact that people usually commit suicide in extreme situations, such as divorce, loss of work or study, most experts suggest that it is rather a reason to commit suicide than its cause. Most people who kill themselves suffer from depression, which often goes undiagnosed and untreated. Since depression often underlies suicide, the study of the causes of depression can help scientists to understand the causes of suicide. About 90% of suicides occur in persons with a clinically diagnosable psychiatric disorder (Tondo, et. al., 2011). Despite the fact that some studies suggest that suicides of famous people can play an exemplary role model, especially among teenagers, this point of view is not fully proven. However, there is some evidence that the famous peoples suicides can be a powerful incentive to others suicides, especially among those in the range of 13 to 19 years. In addition, the causes of teen suicides are poverty, family relationships and with their peers, alcohol and drugs, unrequited love, experienced in childhood abuse, social isolation, mental disorders, including depression, schizophrenia, and so on. The number of suicides among young people has increased over the last decade. It is not superfluous to mention that early marriages do not save young people (aged 15-19) from the risk of suicide. This is primarily due to the fact that young marriages are more likely an attempt, not always successful, to solve some other, unrelated to marriage problems, for example, get rid of the unbearable situation i n family. Taking everything into account, it is possible to conclude that suicide is the result of the personalitys social psychological disadaptation in modern society. Psychological crises arise as a result of the intimate, family and personal, social and creative conflicts. In order to avoid the manifestation of suicidal behavior, it is necessary to provide people, especially teenagers with social support by including family, school, friends, etc. It is useful to carry out socio-psychological training issues, provide individual and group lessons to raise self-esteem, development of an adequate relationship to self, empathy, to increase self-control, replacement of significant others, to develop the motivation in order to achieve success. It can be based on the behavioral skills trainings.

Americanization and Canadian Culture :: Canadian Culture Essays

Americanization and Canadian Culture Gaà «tan Tremblay is a professor at the University in Quebec in Montreal. As a concerned Quebecois, He wrote an article which discusses the Americanization of Canada, in particular Quebec. Tremblay seems to have a strong stand point about the future of Quebec. Using statistical and literary evidence, primary and secondary sources, he attempts to support his argument that Quebec is a victim of American cultural colonization. Tremblay fears that Canadian culture is going to disappear as a result of the Canadian-American Free Trade Agreement. Tremblay started his article with what broadcasting is considered to be in Canada which is â€Å"an instrument of production and diffusion that must contribute to the maintenance and development of Canadian culture and its various components†. By this approach and use of words, he planted the idea that broadcasting is a fundamental tool for Canadian culture in his readers’ minds. This is effective because it insures how his readers will perceive broadcasting while reading the rest of his article. He supported this with an extract from the Broadcasting Act which focused on that point. His article started off strong but then weakened with his excessive use of quotations from the Canadian Broadcasting Act and his minimum effort in evaluating the quotes themselves. After discussing the importance of culture to Canadians he went on to mention how culture is not as important to Americans with his statement â€Å"For Americans, in contrast, cultural products are commodities like any other..†. Although this may strengthen his argument, it is also a biased statement since he is not American himself and he stated it like it was a known fact. Following that accusation, he attempted to support his idea of America’s dissolving culture by an exert from the National Telecommunications and Information Administration report which focuseed on the deregulation of their radio broadcasting system. The exert does not directly imply that the United States cares less about its culture because they are considering deregulation of radio broadcasting. The American Culture may not be threatened by deregulation the same way as the Canadian culture. But since he started his essay by mentioning how broadcasting â€Å"must† contribute to the development of Canadian culture, he is implying that the American culture has the same concept. The American culture may not be severely effected by deregulation just as the Canadian culture, so Tremblay’s argument may not be valid. To some readers who did not notice the bias, this argument may be considered very strong and convincing.

North and Central Florida Springs Essay example -- Geology

Introduction Groundwater is the largest and most available usable source of drinking water in the state. There is a vast and mysterious system of caves and natural springs in North Central Florida. The cave system within the aquifer is one of the most amazing parts. The caves are remarkable in many ways. They are among the deepest and longest in the world, let alone the U.S. Another amazing aspect of the system is the purity of the water. The springs collectively produce billions of gallons of crystal clear water per day. The whole system stems from the Florida Aquifer that rests under the entire state. When most people think of Florida, they think of the weather and the beaches, but its the springs and the whole water system of the Florida Aquifer that makes the State so lush. The springs are an invaluable resource and natural wonder of the state. Combined, the system of 320 known springs produces nearly 8 billion gallons of water per day, more than the state currently uses (alt hough at present population growth, this remains to be seen). The springs of North Florida have always been a wonder. From the days of the Spanish Conquistadors searching for the "fountain of youth" to the millions of tourists that come to visit the springs today they have intrigued and amazed. With crystal clear waters feeding rivers that can disappear as quickly as they appeared the springs truly are an amazing sight. It was always thought that these springs were an unlimited resource, but scientists have discovered that man's influence can harm these spring. The Biscayne Aquifer in South Florida are already showing signs of a reduced flow due to the overpopulation of the area. The whole system is very fragile and we must all be ... ...d protect the water. There are grass roots organizations trying to help their areas and organizations like NSWA, but we need some cohesive concerted group effort if anything is going to get done. Individuals need to do their part to help preserve and protect the natural springs and the whole water system. The NSWA continues its lobbying of the FDA in its fight with the bottlers that use boreholes. Other groups are also helping and if they work together they may yet save one of our states most important resources. Although groups like the NSWA and Save Our Springs, Inc. have won small battles and stalled the advances of some companies, they are facing a booming 3 billion dollar industry with its own powerful lobbyists. The battle is far from over to protect our springs and everyone should be made aware of their obligation to help protect this invaluable resource. North and Central Florida Springs Essay example -- Geology Introduction Groundwater is the largest and most available usable source of drinking water in the state. There is a vast and mysterious system of caves and natural springs in North Central Florida. The cave system within the aquifer is one of the most amazing parts. The caves are remarkable in many ways. They are among the deepest and longest in the world, let alone the U.S. Another amazing aspect of the system is the purity of the water. The springs collectively produce billions of gallons of crystal clear water per day. The whole system stems from the Florida Aquifer that rests under the entire state. When most people think of Florida, they think of the weather and the beaches, but its the springs and the whole water system of the Florida Aquifer that makes the State so lush. The springs are an invaluable resource and natural wonder of the state. Combined, the system of 320 known springs produces nearly 8 billion gallons of water per day, more than the state currently uses (alt hough at present population growth, this remains to be seen). The springs of North Florida have always been a wonder. From the days of the Spanish Conquistadors searching for the "fountain of youth" to the millions of tourists that come to visit the springs today they have intrigued and amazed. With crystal clear waters feeding rivers that can disappear as quickly as they appeared the springs truly are an amazing sight. It was always thought that these springs were an unlimited resource, but scientists have discovered that man's influence can harm these spring. The Biscayne Aquifer in South Florida are already showing signs of a reduced flow due to the overpopulation of the area. The whole system is very fragile and we must all be ... ...d protect the water. There are grass roots organizations trying to help their areas and organizations like NSWA, but we need some cohesive concerted group effort if anything is going to get done. Individuals need to do their part to help preserve and protect the natural springs and the whole water system. The NSWA continues its lobbying of the FDA in its fight with the bottlers that use boreholes. Other groups are also helping and if they work together they may yet save one of our states most important resources. Although groups like the NSWA and Save Our Springs, Inc. have won small battles and stalled the advances of some companies, they are facing a booming 3 billion dollar industry with its own powerful lobbyists. The battle is far from over to protect our springs and everyone should be made aware of their obligation to help protect this invaluable resource.

A Journey Through Music Essay

One warm summer evening just over a year ago, I picked out a book from my parents’ bookshelf and flipped to a random page while attempting to pass time. The book, known as the Tao-te-ching, is a famous work by the ancient Chinese Philosopher Lao-Tzu written more than 2500 years ago. Because of its age, the book is written in old Chinese, which makes it very difficult to read. Interested just in passing a few minutes, however, I flipped through the pages at random, looking for anything to catch my attention. And suddenly, right in front of my eyes, I see a quote which sets my brain in motion: â€Å"This journey of a thousand miles begins with a single step. † In general, I do not think quotes can be long enough to be meaningful. However, looking at this quote, I feel a shiver run down my spine as I realize that these words written far back in time have a true meaning to me. For in my own lifetime, one small decision that my family made influenced my whole life, and has led me to journey many miles both physically and mentally. It was when I was four years old that I took the first step in a journey which would influence my life forever. My cousin was learning to play the piano and her parents suggested that I learn to play as well. I was enthusiastic about the idea of doing something new, although at the time I had no idea of the amount of impact this one decision would have on my life. From very early in my studies, I began to develop an emotional connection to music. While I was playing the piano, it seemed as if feelings and thoughts which had been living inside of me were suddenly being released into the outside world. I was struck by the power of music; while enjoying one of Prokofiev’s War Sonatas, I was transported to the dark, dangerous place that was Russia during World War II, whereas while performing a work by Mozart, I was transported to a gamboling, carefree, and joyful world filled with youthful innocence and vigor. And music has had the power to bring me to many new physical places as well. Thanks to the piano I have traveled across Asia and Europe to play with various orchestras and to compete in numerous competitions. I have met and played for luminaries such as US secretary of state Hilary Clinton. And finally, piano brought me to America where I continued my studies at the Juilliard School. Funnily enough, my travels as a result of the piano made me realize the diversity that exists in the world; they made me realize how many different ideas and people all exist simultaneously. And this brought me a desire to learn as much as I can, to expand my intellectual and physical horizons, and to understand as much of the world as I can. This is what led me to the decision not just to attend a Music Conservatory, but to enter an Academic University and venture into new territory. And while I eagerly await this unknown path I am about to take, I am certain of one thing: without the tentative first step of beginning the Piano that I took when I was four, the eye-opening journey I have taken over the past thirteen years would never have begun. And I know for sure that the Piano will always remain a part of my life.

Assess the importance of school factors such as racism Essay

Assess the importance of school factors such as racism and pupils’ response to racism in creating ethnic differences in educational achievement. Racism is a system of beliefs that defines people as superior or inferior, and justifies their unequal treatment, on the basis of biological differences such as skin colour. Individual racism refers to the prejudiced views and discriminatory behaviour of individuals. Institutional racism exists when the routine ways an organisation operates have racist outcomes regardless of the intentions of the individuals within it. Racism and pupils’ response to racism are internal factors which means they happen within schools and the education system they may cause ethnic differences in educational achievement which refers to the differences in educational achievement between the ethnic groups within schools for example, Black and Pakistani pupils do worst at GCSE and Indians and Chinese do best as supported by the DfES (2007). Even though internal factors may have contributed to ethnic differences in educational achievement, external factors outside of the education system such as pupils’ being materially deprived may also affect ethnic differences in achievement. The item seems to support the proposition that school factors such as racism and pupils’ response to racism may cause ethnic differences in educational achievement as the item states ‘Bangladeshi, black and Pakistani pupils achieve less well than other pupils at all stages of education which is supported by the DfES (2007) that found on average just over a half of all Bangladeshi, black and Pakistani girls left school with five or more GCSE grades A*-C. However this was a lot lower for boys with only a half of Bangladeshi boys leaving school with five or more GCSE grades A*-C and less than this for Pakistani and black boys. The item uses Gillborn and Youdell (2000) to explain these differences as being the result of teacher racism this is supported by Jenny Bourne (1994) who found, schools tend to see black pupils’ as a threat and would label them negatively, leading eventually to exclusion. They item also suggests that that gender differences play an important part in creating ethnic differences in educational achievement as it has been found that among white and black working-class pupils girls do better than boys, but among Asians boys do better than girls. Overall the item seems to believe that factors within school such as labelling and teacher racism lead to ethnic minority pupils being treated differently therefore being unable tofulfil their true potential as they feel as though they are less important and less time and attention is given to them leading to ethnic differences in educational achievement. As a result of negative racist labels, teachers may treat ethnic minority pupils differently, disadvantaging them and bringing about a self-fulfilling prophecy that leads to under-achievement as Gillborn and Youdell (2000) found teachers had ‘racialised expectations’ about black pupils and saw their behaviour as threatening and black pupils felt as though they were underestimated by teachers. Gillborn and Youdell conclude that conflict between white teachers and black pupils stems from teachers racist stereotypes rather than pupils’ actual behaviour. This can cause under-achievement because it leads to: high levels of black boys being excluded and black pupils being placed in lower sets or streams. This study clearly supports the proposition that school factors create ethnic differences in educational achievement as the study suggests that teachers low expectations of black pupils leads to them being treated differently and oppressed by teachers leading them under achieving. Research has also found that Asian pupils are also stereotyped by teachers as Wright (1992) found Asian pupils were stereotyped by their teachers and treated differently: They were seen as a problem and were often ignored and teachers assumed that Asian pupils would have a poor grasp of English and would use simplistic words when teaching them. This study is a little surprising as Asian pupils have the highest percentage of pupils leaving school with five or more GCSE grades A*-C. Pupils may react in a variety of different ways to racist labelling in school, including forming or joining pupil subcultures this may lead to the under-achievement of ethnic minority groups creating ethnic differences in educational achievement. Sewell (1998) found that black boys adopted a range of responses to teachers’ racist labelling of them as rebellious and anti-school. One reaction was to join a subculture known as the ‘rebels’ they were a small but highly visible minority of black pupils. They rejected the school’s goals and rules and conformed instead to the stereotype of the ‘black macho lad’. They despised both white boys and conformist black boys. Their aim was to achieve the status of ‘street hood’. O’Donnell and Sharpe (2000) found a macho ‘warrior’ response similar to the ‘rebels’ among some Asian boys. However, despite only a small minority of black and Asian boys actually fitting the stereotype of ‘macho lad’,teachers tended to see all in this way. This resulted in the under-achievement of many boys, as a result of discrimination of teachers. However studies show that not all minority ethnic pupils who are negatively labelled accept and conform to labels. Some remain committed to succeeding despite racist labelling: Fuller (1984) studied a group of high achieving black girls in year 11 of a London comprehensive. The girls maintained a positive self-image by rejecting teachers’ stereotypes of them. They recognised the value of education and were determined to achieve. They didn’t seek teacher’s approval and remained friends with black girls in lower streams. This study would oppose the proposition as this study suggests that not everyone that is labelled in a negative and racist way conforms to their label or accepts that they will not achieve within education. Many sociologists argue that although the racist labelling practised by some teachers is important, it is not an adequate explanation for the widespread ethnic differences found in achievement. Instead, they argue, institutional racism must be focused on. Institutional racism is discrimination against ethnic minorities that is built into the way institutions such as schools and colleges operate on a routine basis, rather than the intentions of individual teachers. The ethnocentric curriculum is an important example of institutional racism. ‘Ethnocentric’ refers to attitudes or policies that prioritise a culture or one particular ethnic group whist disregarding others. Many sociologists have argued that the curriculum within British schools is ethnocentric. Troyna and Williams note that it gives priority to white culture and the English language. Whilst Ball sees the history curriculum in British schools as recreating a ‘mythical age and past glories’, while at the same time ignoring the history of black and Asian people. This may result in minority ethnic group pupils feeling that they and their culture are not valued in education and this diminishes their sense of self-esteem, which has a negative effect on their educational achievement as they feel as though they are worthless causing them to under-achieve. The CRE (1992) study of ‘Jayleigh’ school found that Asian pupils were consistently placed in lower sets and were less likely to be entered for exams causing them to under-achieve resulting in ethnic differences in educational achievement. Similarly, the workings of the ‘A-C economy’ meant that black pupils were placed in lower sets and hadless chance of gaining qualifications. Even though internal factors may have contributed to ethnic differences in educational achievement, external factors outside of the education system such as may also affect ethnic differences in achievement. Cultural deprivation theory claims that the under-achievement of some ethnic groups is caused by inadequate socialisation in the home. This explanation has two main aspects: Intellect and language skills – cultural deprivation theory claims that children from low-income black families lack intellectual stimulation. As a result, they fail to develop reasoning and problem-solving skills. Bereiter and Engelmann claim that the language of poorer black families is ungrammatical and disjointed. As a result, their children are unable to express abstract ideas- a major barrier to educational success. Some claim that children who do not speak English at home may be held back educationally. This could cause the ethnic differences within educational achievement as according to cultural deprivation theorists ethnic minority pupils would lack the ability to succeed at exams. The other aspect of the explanation of cultural deprivation contributing to under-achievement is attitudes, values and family structure. Differences in attitudes and values towards education may be the result of socialisation. Most children are socialised into the mainstream culture, which instils competiveness and a desire to achieve, thus equipping them for success in education However some children are not socialised in this way and the lack of a male role model for many African-Caribbean boys may encourage them to turn to an anti-educational macho ‘gang culture’. Murray (1984) argues that the high rate of lone parents and a lack of positive male role models lead to the under-achievement of some minority pupils causing ethnic differences in educational achievement. This is support by Moynihan (1965) who argues that the absence of a male role mode produces inadequately socialised children who fail at school. Cultural deprivation theorists also claim that the subculture into which some black children are socialised is fatalistic and focused on immediate gratification, resulting in a lack of motivation to succeed. The belief that cultural deprivation causes ethnic differences in education would not support the proposition as cultural deprivation is an external factor and the proposition suggest that factors within school are the main cause of ethnic differences in achievement. Material deprivation is the lack of physical or economic resources that are essential for normal life in society. Material deprivation explanations of ethnic differences in achievement argue that educational failure is the result of material factors such as poor housing and low income. Ethnic minorities are more likely to face these problems. For example Pakistanis and Bangladeshis are more likely than whites to be poor this would lead to ethnic differences in achievement as some ethnic minorities may lack the necessary resources to achieve educational success. Also for many minorities overcrowding is an issue leading to many pupils being unable to revise or suffering from sleepless nights. The lowest achieving ethnic groups are those with the lowest social class position proving that class as well as ethnic background is also an issue in ethnic differences in educational achievement. In conclusion internal factors such as racism and pupils’ response to racism clearly are an important factor in ethnic differences in achievement as the way pupils are treated within school could lead to them feeling as though they do not belong they will therefore resent school and everything it stands for leading to the failure of examinations and then being classed as under achievers and creating ethnic differences in educational achievement. However external factors also contribute to the ethnic differences in educational success as if a student is to achieve within education they will have had to have been adequately socialised into a competitive culture that strives for success. They will have also have had to be surrounded by role models and equipped with the necessary resources such as educational activities and quality housing to be able to achieve their full potential. While these factors clearly affect pupils’ achievement, racism in wider society may be bigger cause. Members of minority groups face direct and indirect discrimination at work, within the housing market and within education. As a result, they are more likely to have low pay or be unemployed, and this affects children’s educational opportunities as they will feel as they will never amount to anything and are constantly being held back because of the colour of their skin or where they have come from.