Media economy and society Essay Example | Topics and Well Written Essays - 3000 words

Media economy and society - Essay Example According to Habermas, during the feudal economic system, matters of concern were handled by the church and the state and private individuals remained dominant. However, industrialisation and transformation of the feudal economy brought about the emergence of bourgeoisies. These individuals were subordinates to the proletariat and ruling class and had no say in running of the government. Enlightenment brought about by availability of cultural products such as newspapers and journals. The public sphere was a regulatory institution against the authority of state and entailed discursive relations rather than market relations associated with an economic system. It thus entailed political participation through medium of talk such as the coffee houses, societies and salons. It was free of class or race divisions, the issues discussed were the common good of all. One may tend to think that since the public sphere entailed discussions by the bourgeoisies, the medial had no role to play. Howe ver, media in form of publications was very crucial in providing information that served as basis for the discussions and consequently political action (Hauser, 1998). ... sk, â€Å"If the media was vital in enhancing public debate, how is it that it replaced the public sphere?† Mediums such as newspapers provided information to bourgeoisies that became subject of debate. However, advancements in the media overturned this rational-critical debate by private individuals. In the 1950s, the TV was the mostly used form of public sphere. The TV is informative to the consumers in regards to most of political and economic issues. However, the TV as a form of public sphere is not interactive; the viewers become consumers of information rather than participants. Moreover, unlike the coffee houses, salons and public assemblies the individuals consume the information in privacy of their homes thus no debate takes place. Besides, the media does not seek the opinions of the views. The privatisation of individual interests has the effect of disintegrating the society. Social gatherings where public opinions are formed and discussed are eroded thus undermining democracy and encouraging the emergence of totalitarian states associated with the capitalist economy (Herbamas, 1989). The media rather than providing information on economic and political issues are used as medium of advertising thus encouraging consumerism and capitalist economies. However, this view is often criticized since there are other forms of media or cultural products that enhance interactions among users hence public sphere is viewed as still in existence. For instance, growth of the internet has led to information explosion and increased interactions between individuals through social networks such as face book and twitter. These allow for participation by individuals in discussion of matters of concern hence contributing to public sphere (Fraser, 1990). For example, during the Arab

History of Caloocan Essay Example for Free

History of Caloocan Essay The residents of Caloocan must have been proud of its city. Other than a thriving past, the city had somehow dramatic toss with times then. Now, it continues to set ground-breaking achievements for its people and visitors. Caloocan had its famous episode in 1896 when Filipino troops fought against Spanish tyrants and advocates. The world was stirred by it. The city’s name derivation has a story behind. It’s said to have come from the Tagalog term â€Å"lo-ok†, which means â€Å"bay†, as Caloocan is just close to the Manila Bay. Others followed another version that â€Å"lo-ok† referred to â€Å"corner† because the town was concretely located â€Å"at the corner† in early days. Historical accounts tell us that Chinese and Indians were the first settlers of Caloocan. Their features are mostly dull-colored with slim beard, flat nose and black eyes. Most dwellers in the past worked as fishermen especially those residing in Dagat-Dagatan, Navotas and Manila Bay areas. Those huge rural areas like Maysilo Estate were possessed by the Jesuits while Piedad was owned by Don Pedro de Galarraga. Cruz and Naligas Estates were possessed by the friars. The first terrain of Caloocan stretched up to the foothills of Marikina, Tala Rivers, San Francisco del Monte, Sampalok, Sta. Cruz, Tondo and Tanza. The first Catholic Church in Caloocan was erected in 1765 by the Spanish Augustinian scholars who made it to â€Å"lo-ok† in 1762, but in 1814, religious governance was assumed by the Recollects. Caloocan started to grow in 1802 that led to its becoming a municipality in 1815. The door for economic progress opened when the railroad project connecting Manila and Dagupan was fulfilled in 1892. It made business transactions quicker and brought Caloocan closer to the bustling Metro Manila. In 1896, however, the people of Caloocan with the leadership of Andres Bonifacio rebelled against the Spaniards. It resulted in numerous revolutions one after another in all provinces of the Philippines. Eventually, Spain ceded the nation in 1898, but the Americans arrived. It was another test for Caloocan to get through. Periods of reconstruction were experienced. New roads, public schools and railways were erected. Later, Caloocan had to endure three years of Japanese invasion. When Philippine Independence was proclaimed in 1946, Caloocan gained its authentic freedom after all. It’s also important to note that the galleon trade history in Caloocan contributed to its growth. The export and import of products resulted to the coming in of Mexican money. It mutually improved the economies of Manila and Acapulco. Export products generated by Caloocan businessmen were in great demand for this trade. This growth continued as years went by, and now, Caloocan is harvesting the fruits of its labor.

Is Penn State tuition too expensive? :: Journalism Journalistic Essays

Is Penn State tuition too expensive? The Pennsylvania State University is one of the biggest state universities in the nation, with over 40,000 students currently enrolled in that university system. It is also a very old school, with its 150th birthday coming up in the year of 2005. Over the last one and a half century, Penn State has produced the most number of alumni in the world. In my major, meteorology alone, famous alumni such as Jon M. Nese, Greg Forbes, and Joe Bastardi are contributing their invaluable knowledge to the world in the science of meteorology. They are often seen in the national broadcasts. These are some of the major factors attracting perspective students to attend Penn State. Do you ever think about the cost of attending Penn State since Penn State is one of the most expensive public institutions in the United States? Let’s consider how expensive Penn State is for students. Is it worth as much as $20,000 per year for in-state residents, and is it worth as much as $30,000 per year for students living outside of Pennsylvania? More and more students change their final decisions due to the expensive cost of attending specific colleges or universities. Towards these issues, I will perform a detailed evaluation so that students can be informed about the cost of tuition at Penn State. First of all, comparing the price tags of going to Penn State and other similar colleges will provide a basic sense on how expensive Penn State is relative to others. For Midwestern public universities that have nearly the same sizes in enrollment compared to Penn State, the tuition of Penn State is by far more expensive than those Midwestern colleges. Let’s consider Michigan State University, with an enrollment of nearly 35,000. The in-state tuition for Michigan State University is about $6,700, while the out-of-state tuition is close to $16,700 (Michigan 2004). On the other hand, Penn State—University Park, has a student population of nearly 34,000 students. The in-state and out-of-state tuitions at Penn State are at least $2,000 more than the tuitions for attending Michigan State (PSU Registrar 2004). Penn State’s annual tuition is 30% more expensive than some public universities in the Midwest. One may argue that the difference in tuition is due to the locati on of the universities. This is not true at all, and I will provide evidence that will show that there is a weak or no correlation between the public university’s location and the tuition rate.

Book Review: Little Girl Lost Essays -- essays research papers

PART A Little Girl Lost is an autobiography of Drew Barrymore co-written with PEOPLE magazine's Todd Gold. Drew Barrymore, a twenty-five year old actress (ET, Never Been Kissed, to-be-released Charlie's Angels) has overcome an addiction, proven herself to be a competent, intelligent woman, and is a major influential role model among today's teenage girls. Her biography begins with her first blockbuster, ET, and her experiences while filming and during post-production, as well as the relationships that were made and have served as basis of support throughout her whole life (Steven Spielberg as her Godfather). From there Drew travels backwards, providing a brief background of her parents, of her role in continuing the Barrymore family legacy within film industry, and then of the Barrymore's tendency to indulge in drugs and alcohol. Drew confronts the tabloids and gossip columns regarding the attention she received at such a young age, acknowledging the belief by many that she was a victim of 'celebrity glamour and fame'. Drew argues that her addiction to mind-altering substances stemmed not from the high profile lifestyle, but from her insecurities as a young girl conquering adolescence. When she was not filming, Drew attempted a normal life by attending a public school, where she was isolated because of her erratic schedules and enormous amounts of public speculation. Unfortunately, Drew longed for a regular life with real friends and a family similar to those of her clas...

Community Practice Essay

Facilitating and obstructing factors for development of learning in clinical practice: a student perspective. Issues and innovations in Nursing Education. Journal of Advanced Nursing 34(1), 43–50; Priest, H. , 2004. Phenomenology. Nurse Researcher 11(4), 4–6; Stockhausen, L. , 2005. Learning to become a nurse: student nurses’ reflections on their clinical experiences. Australian Journal of Nursing 22(3), 8–14). The data were analysed using content analysis techniques, exploring their contextual meaning through the development of emergent themes (Neuendorf, K. A. 2002. The Content Analysis Guidebook. Sage Publications, London). The identified themes related to elements of students’ basic skill acquisition, the development of their working relationships with mentors, patients and others, the learning opportunities offered by community practice placements and the effects that such placements had on their confidence to practice. These themes are discuss ed with regard to the published literature, to arrive at conclusions and implications for future nursing education, practice and research. Author: M. R. Baglin Source: http://www. urseeducationinpractice. com/article/S1471-5953(09)00110-3/abstract Community nursing competencies: a comparison of educator, administrator, and student perspectives. Perceptions of functioning levels of baccalaureate students nearing graduation were assessed, comparing views of 15 educators, 15 health department administrators, and 185 students. A modified list of the 47 essential public health nursing competencies identified through the U. S. Department of Health and Human Services Division of Nursing served as the basis for data collection and analyses. Student competencies in individual skills were ranked higher than group and community competencies by all three groups surveyed. Students ranked competencies at higher levels than educators and educators at higher levels than administrators. Although administrators continue to advise new graduates to work in acute care before entering community health, support for continuation of this practice was not observed based on administrator ratings. Author: Nickel JT,  Pituch MJ,  Holton J,  Didion J,  Perzynski K,  Wise J,  McVey B. Source: http://www. ncbi. nlm. nih. gov/pubmed/7899221 Enhancing students’ perspectives of health through non-traditional community experiences. The shift in emphasis to community-based health care necessitates that opportunities be provided for nursing students to acquire an understanding of the complex nature of health. A qualitative study was used to demonstrate the benefits accrued by junior baccalaureate nursing students in non-traditional community settings. Key themes that emerged from data analysis included definitions of health and illness as context specific, and environmental factors influencing health. The study demonstrated that learning experiences with diverse communities can broaden students’ perspectives and understanding of health behaviours. Students gained an appreciation of the sociocultural variation in meanings of health and illness as well as of the social and political dimensions of health. Author: Sword W,  Noesgaard C,  Majumdar B. Source: http://www. ncbi. nlm. nih. gov/pubmed/8313070 Student Nurse Attitudes Towards Homeless Clients: a challenge for education and Practice The purpose of this research was to describe attitudes of nursing students (and paramedic officers) towards marginalized clients. Convenience quota sampling in a major health faculty was employed. Students participated on a voluntary basis. A 58-item Likert scale, developed by the authors, assessed the student nurses’ attitudes. In general, attitudes towards homeless clients were neutral; detailed analyses, however, revealed that student nurses would decline to care for homeless clients in various situations. Personal experience with homeless patients and positive attitudes of nurses significantly contributed to increased quality of care and equality of treatment for homeless clients. Certain student nurse behaviors warrant immediate attention to prevent marginalized patients from being exposed to unfair, inaccessible and biased nursing care. Based on our results, we recommend that further research attention be paid to the role of ethics education and faculty behaviors, as faculty members serve as role models for professionalization. Zoltan Balogh Semmelweiss University, Budapest, Hungary,  zrinyi_m@freemail. hu,zrinyim@who. int Source: http://nej. sagepub. com/content/11/4/334. abstract Author: Miklos Zrinyi world Health Organization, Geneva, Switzerland Student Nurses Learn Lessons in Community Health on Tribal Reservations University of Washington School of Nursing students have the unique opportunity to complete a community health rotation on one of two Native American reservations on Washington’s Kitsap Peninsula—the only rural public health clinical offered by the school of nursing. The experience has not only helped students learn about a unique group of people, but also how to relate to any patient population in future community health work. Recently, teams of student nurses were assigned to the Fort Gamble S’klallam reservation and to the Suquamish reservation, focusing on four different projects. One group of students partnered with family services personnel in an obesity prevention program mirroring TV’s â€Å"The Biggest Loser,† in which the person who lost the most weight won a car. Other students developed a nutrition program for an early childhood development center. A third group was involved in educating the staff of an early childhood development center about the prevention of Hepatitis B infections. The remaining group conducted and transcribed interviews with individuals for a community assessment. The goal of the assessment was to understand the community’s perception of its strengths and problem issues and to discover which issues were most important to the community. Author: Megan M. Krischke, Source: http://insightsinnursing. com/2009/07/student-nurses-learn-from-community-immersion/ Foreign studies Foreign nurses can slip into communication  gap According to (marshall 2009) it’s not politically correct — but it’s a frequent complaint of hospital patients in Las Vegas: â€Å"The nurses don’t speak English! The complaint is inaccurate. Foreign nurses working in Las Vegas do speak English. All have passed English language competency exams to become licensed in Nevada. But the complaint also contains an element of truth. More than 15 percent of the Las Vegas nursing workforce is internationally trained, about five times the national averag e of 3. 5 percent, according to an expert at UNLV. Most of these nurses are from Asian countries — the Philippines, India, Japan and Korea. Their English is often heavily accented and they may not understand the nuances of American culture and lingo — which can create challenges for patients and doctors. Xu’s research has shown that foreign nurses have a difficult transition to the American health care system. A study he conducted on Chinese nurses in the United States found they often felt socially isolated and paralyzed by their communication inadequacies. Foreign nurses are also forced to adjust to differences in the job description in the United States, Xu’s research has shown. Asian nurses are accustomed to family members doing tasks like bathing and feeding the patient, and may feel such jobs are beneath their level of education, one of his studies found. Language and communication problems can have a direct effect on the quality of patient care, and on the perceptions patients have of their care, Xu said. An estimated 100,000 people die every year as the result of medical errors in the United States, and communication problems are believed to be a leading cause. Xu said it’s impossible to know how much internationally trained nurses contribute to medical errors because the area is grossly understudied. Author: Marshall Allen Source: http://www. lasvegassun. com/news/2009/mar/10/foreign-nurses-can-fall-communication-gap/ A Study of the Drivers of Commitment amongst Nurses: The Salience of Training, Development and Career Issues According to (McCabe etal 2) this study is to highlight factors influencing the commitment of nurses, and particularly focuses on the role of training, development and career issues. It provides the basis for a HRD framework, outlining policy choices in developing high commitment amongst nursing staff. Design/methodology/approach: The main themes and sub-themes relating to the drivers of commitment and the role of training, development and career issues were identified and explored employing a grounded theory, constant omparative approach. Findings: The main â€Å"fault-line† between nurses and the organization concerned resource management, and the introduction of general management concepts and practices. HRD practitioners should consider using the language and terms of reference familiar to nurses when devising HRD initiatives. Factors positively influencing the comm itment of nursing staff included shared values, involving a sense of â€Å"vocational† commitment towards patient care and nursing. Strong leadership, particularly concerning the role of line management, was seen as important in influencing commitment. Teamwork and support, from both line management and colleagues, was also important. Training and development were highly regarded by nurses, and could be a useful way of recognizing and acknowledging their contribution to health care delivery. Career progression and greater involvement were viewed favourably by some nurses and unfavourably by others. The main issue concerned the possible substitution of nurse practitioner responsibilities with administrative and managerial responsibilities. Research limitations/implications: The findings are solely based on interviews with nursing staff from two NHS organizations. In exploring the various drivers of commitment and the role of training, development and career issues the study’s focus was towards depth, as opposed to breath, of investigation. Practical implications: Valuable information for HRD practitioners and researchers on the drivers of commitment amongst nursing staff and the role played by training, development and career issues is provided. Originality/value: This paper is a useful study on exploring commitment amongst nursing staff and ways in which HRD practitioners and researchers can facilitate and develop commitment. The DoLE official added that while waiting for a chance to be employed overseas, nurses can venture into and already start income generating projects. However, she admitted that the high demand for nurses abroad is a really attractive career to pursue because of its obvious economic returns. Meanwhile, Pineda disclosed that the continuing demand for Filipino nurses overseas is expected to intensify, as the world’s northern countries experience longer lifespans and the graying of their population in the next five to ten years is sure to see the deployment of local nurses. Countries that will continue to offer employment opportunities include the Gulf States in the Middle East such as the Kingdom of Saudi Arabia, Kuwait, Qatar, Bahrain and Oman,† she said. Further, European countries including the United Kingdom and Ireland will also continue hiring Filipino nurses, even as new markets are emerging in Norway, Belgium, Denmark, Finland and Netherlands. Canada, too, is a new market, while Australia and New Zealand likewise offer

102 Intro to Course and Syllabus Professor Ramos Blog

102 Intro to Course and Syllabus Intro to Course Intro to Course Welcome to English 102, Intermediate Composition and Critical Thinking. From the name, we can tell that this course focuses on two things. One, more advanced writing techniques, building on what you have learned in English 101. Two, Critical Thinking. This is just an introduction to Critical Thinking, since this is a lifelong pursuit. We split the course up into two Units, Critical Media Engagement and Critical Monster Theory. The first half of the course will be an introduction to critical thinking and practicing those concepts by applying them to media. The second half of the semester will be learning theory, Monster Theory, and using it to analyze and understand our culture. We will learn critical thinking, reading, and writing and then we will apply theory to the world around us. Writing Approach The way I like to approach the teaching of writing is through Genre. You may know genres from music and movies. Just like those, there are many different writing genres that we can use. We will be focusing on four genres for this course. In the intro to critical thinking unit we will write: Proposal Rhetorical Analysis For the monster theory we will write: Evaluation of a monster Causal Analysis of a monster We will learn more about each genre as we are working on them. All four of these genres are research based argumentative papers. They each ask you to do specific work. You will be graded on how well you write the genre, and the five criteria we come up with together. Every essay will require the same two categories: Critical Thinking Clarity of Writing The third, fourth, and fifth categories for grading we will come up with together. Ice Breaker Name Major Two interesting facts about you Find one other person who has something in common with you. Either first or last name, major or related major, one or more interests as you or related facts. Syllabus The syllabus for this course can be found on the navigation menu for this class website. 102 Intro to Course and Syllabus Intro to Course Intro to Course Welcome to English 102, Intermediate Composition and Critical Thinking. From the name, we can tell that this course focuses on two things. One, more advanced writing techniques, building on what you have learned in English 101. Two, Critical Thinking. This is just an introduction to Critical Thinking, since this is a lifelong pursuit. We split the course up into to Units, Critical Media Engagement and Critical Monster Theory. The first half of the course will be an introduction to critical thinking and practicing those concepts by applying them to media. The second half of the semester will be learning theory, Monster Theory, and using it to analyze and understand our culture. We will learn critical thinking, reading, and writing and then we will apply theory to the world around us. Writing Approach The way I like to approach the teaching of writing is through Genre. You may know genres from music and movies. Just like those, there are many different writing genres that we can use. We will be focusing on four genres for this course. In the intro to critical thinking unit we will write: Proposal Rhetorical Analysis For the monster theory we will write: Evaluation of a monster Causal Analysis of a monster We will learn more about each genre as we are working on them. All four of these genres are research based argumentative papers. They each ask you to do specific work. You will be graded on how well you write the genre, and the five criteria we come up with together. Every essay will require the same two categories: Critical Thinking Clarity of Writing The third, fourth, and fifth categories for grading we will come up with together. Ice Breaker Name Major Two interesting facts about you Find one other person who has something in common with you. Either first or last name, major or related major, one or more interests as you or related facts. Syllabus The syllabus for this course can be found on the navigation menu for this class website. English 102 Summer 19 Syllabus Homework Read  Shitty First Drafts by Anne Lamott

De trop - French Expression

De trop - French Expression Expression: Pronunciation: Meaning: Register: Notes: de trop Tu as ajoutà © un morceau de sucre de trop. Il y a trois livres de trop. Tu bois de trop. Nous avons payà © de trop. De trop vs trop (de): With nouns: de trop trop de adverb of quantity de trop trop de cinq kilos de trop trop de kilos vs un morceau de sucre de trop trop de morceaux de sucre trop de sucre vs With verbs: de trop trop de type of conjugation compound verbs dual-verb conjugations de trop trop Je mange de trop Je mange trop Jai mangà © de trop Jai trop mangà © Il peut sà ©nerver de trop Il peut trop sà ©nerver De trop Je me sentais de trop. Ta remarque à ©tait de trop. De trop More Expressions with deMost common French phrasesFrench expressions used in English