Eating disorders- anorexia and its relationship to female images in Term Paper

Eating disorders- anorexia and its relationship to female images in the media - Term Paper Example They also try to lose weight by exercising excessively (Griffin, 2012). Anorexia is not about food. It refers to an unhealthy way to keep up with emotional problems of an individual; people with this disorder always equate their body size with their self-worth (Saukko, 2008). It’s always a hard situation to ignore but with proper treatment, one can gain sense of who he or she is, get back to healthy eating habits and reverse some serious effects of the disorder. Most of the patients with Anorexia usually turn and feel hostile towards the media due to their images because the media helps in keeping and maintaining the disorders in one way or the other. The relationship between anorexia and female images in media can best be summarized in several sections; media’s role in the provision of social context with which eating disorders grow, media’s role in the etiology of anorexia symptoms, different ways that the media help the patients in maintaining and fighting the condition and the role that the media can play in helping in the prevention and the treatment of the condition (Robert-McComb, Norman & Zumwalt, n.d.). Earlier investigations on the role played by the media in the disorders associated with eating mostly focused on the losing of body weight over time of the models, media actresses and beauty contestants who were concerned about the ideals of beauty. Several studies have put to records the trend of adding body thinness in Miss America contestants, fashion models between 1950s and the 1990s and Playboy centerfolds. The same period was characterized by a significant weight increase by the Canadian and the American women that led to the ever-increasing discrepancy between the media ideal and the body size of the North American women. Both print and electronic media have played a big role in contributing to the satisfaction of the body and also disordered the eating

Adapting Communicative Language Teaching Approach to China’s Context Essay Example for Free

Adapting Communicative Language Teaching Approach to China’s Context Essay 1. Introduction With the development of market economy, China is accelerating its steps to join the world family in commerce and cultural partnership. With the recent accession to the WTO, the long-awaited Olympic Games in Beijing, China has made learning English a national priority. English, with its unique status, has been taught in China for more than 100 years. Today, English is becoming more and more popular. It is a compulsory course for all Chinese students from primary school to university. Clearly it is relatively easy to demonstrate the importance of English in current China. This essay intends to argue that to achieve success in English learning for Chinese students the methods of teaching must be reconsidered. Therefore this article is structured as follows: First, analyzing different types of English teaching methods in China and then focusing on the CLT Method. By analyzing and contrasting these English teaching methods, the need to change current English teaching methods in China will be discovered. Finally, explaining the problems of adopting the more modern CLT Approach and giving suggestions on how it may best be adapted to the Chinese context. See more:  Social Satire in The Adventures of Huckleberry Finn Essay 2. A Brief Introduction to English Teaching Methods in China 2.1 Grammar-Translation Method  English has been taught in China for more than 100 years. In the beginning stage, people did not have any experience on modern language teaching and learning, so they followed a European language teaching method YE Jin (1978- ), Master of education, lecturer of School of Foreign Language, Shenzhen University; research fields: English language teaching methods, cross-cultural communication, educational assessment,which is used in teaching Greek and Latin in Middle Ages in Europe—Grammar-Translation Method. Some Chinese students become accustomed to this method in learning English and generally showed great interest in language structures and linguistic details. Most of them believe â€Å"we would like to know what happens, because if we understand the system, we can use English more effectively† (Harvey, 1985). Therefore, most Chinese English teachers always stick to this method, and think it is essential to analyze grammar to learners, without considering the age of the students or their English proficiency. This method is effective and suitable for some Chinese students, but not all of them. The outcome of this method is that students develop poor oral English ability with pronunciation and intonation not standard. Although they have learned lots of grammar rules, when using English to communicate, they will make grammatical mistakes frequently. Especially when they are in foreign countries, they cannot ask the way; they cannot order taxi. They are â€Å"observers† rather than active participants in classes. Students became almost â€Å"structurally competent but communicatively incompetent† (Johnson Morrow, 1981). It has been pointed out that this grammar-oriented approach reflects an artificial and formalistic view of language skills and learning. It doesn’t allow the learners to use a language in a natural way (Widdowson, 1990). This is the most serious problem in Grammar-Translation Method and also in current China’s English teaching. 2.2 Direct Method  This English teaching method is totally different from Grammar-Translation Method. It uses English directly in teaching, such as using English to make conversations or have discussions. Students’ English competence is developed in this way instead of using mother tongue to translate. The basic principle of this method is that the foreign language learning process should be like the natural process of a child learning his or her mother tongue. It believes that language is a skill or habit, and this habit can be achieved by repetition and imitation. Although this method can inspire students’ interests in learning English and is in favour of their English pronunciation and intonation, it has certain limitations: (1) It only focuses on experiences and perceptual knowledge in English and it has little estimate on students’ level of consciousness. (2) This method rejects mother tongue in English teaching. It only sees the disadvantages of mother tongue, but never makes use of mother tongue to facilitate students’ comprehension. (3) After learning English for a long time, some students may understand simple oral English but not complicated sentences and have poor grammar skills. (4) The class size should be small in using this method. So this method is just suitable to teach English beginners, and cannot be fully applied in the large country—China. 2.3 Audio-Lingual Approach  This English teaching method puts listening and speaking in the first place. It uses sentence pattern as the base of teaching and tries to avoid mother tongue in class. When using this method in learning English, students should first listen and then speak. After a long time practice, students can automatically express what they had heard. Because this method relies on repetition and drills, the main limitations are: (1) It over emphasizes the mechanical practice and ignores students’ English skills training and learning flexibility. (2) This method focuses too much on the language structure and ignores the meaning of the language, so students’ reading and writing abilities are poor. 2.4 Communicative Language Teaching Approach (CLT)  In the early 1990s, a new English teaching method was introduced to China—Communicative Language Teaching Approach. This method emphasizes how to use language as a media to communicate. Teachers should not only train students’ listening, speaking, reading and writing skills, but also train them how to use all of these language skills into the real life communication. The teacher sets up a situation that students are likely toï ¿ ¼encounter in real life. The CLT can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses (Galloway, 1993). The basic features of CLT are: (1) It focuses on students’ active participation, the whole classroom is not the teacher-centered, but students-centered one. The teacher should give students enough time to practise during class. (2) The English teacher should help students to be more independent, active and fluent in using English. In real life situation, students will use the language without teacher’s help. (3) When using the CLT, the teacher often organizes pair and group work, the whole classroom setting should be arranged in favour of these activities. Although this method is quite useful and can inspire students’ interest, it still has some limitations: (1) The textbook using in CLT breaks up the English grammatical system, which increases students’ difficulty in learning grammar. (2) This method is hard to assess. The above four English teaching methods are all used in China in different time and to a certain extent; they have their own features and focuses on improving different language skills. So the limitations are unavoidable when we use them separately in English teaching. Among them, the oldest language teaching method—Grammar-Translation Method is still popular in some places in current China. Meanwhile, for various reasons, using the CLT in China met considerable difficulties. How to use the CLT in China’s English teaching context properly still has a long way to go. 3. Adapting Communicative Language Teaching Approach in China To solve this problem, we need to use the CLT flexibly, that is to say, we need to adapt CLT to China’s English teaching context. But just as Johnson and Morrow (1981, p. 1) state â€Å"new movements often begin as reactions to old ones. Their origins lie in a discontent with an existing state of affairs†. In fact, in 1992 the State Education Development Commission (SEDC) introduced a functional syllabus, in which the communicative teaching aim was set and the communicative functions to be taught were listed. In the same year, in cooperation with the British Longman, the SEDC published a new textbook series. The syllabus and the textbooks required teachers to teach communicatively in classrooms. This action met considerable resistance at that time. 3.1 Problems  The main problems of adopting CLT in China are: First, class size. In China, each class has at least 50 students, and there are only 45 minutes in one English class. Each student could potentially speak in each class less than 1 minute. So it is impossible for English teachers to conduct CLT well in this kind of class. Second, English teachers especially some primary and secondary school English teachers lack sufficient English knowledge and teaching skills to adopt CLT without further guidance and training. â€Å"Many teachers have tried to change the dominant teaching procedures but quickly get frustrated, lose their initial enthusiasm, and acquiesce to tradition†. (Campbell ZHAO, 1993) Third, in China the whole process of English teaching and learning is heavily influenced by examinations, and the matriculation English test focuses on students’ linguistic competence. The English teaching pattern in China is textbook-based, teacher-dominated and test-oriented, which prevents students from improving their communicative competence (ZUO, 1993). Finally, lack of teaching materials is another obstacle to adopt CLT in China. Right now, some universities in China stick to their own textbooks—College English, which was published in 1989 by Shanghai Foreign Language Education Press, and has remained unchanged for more than 10 years. College English does include some authentic materials from English novels and magazines, but it lacks practical applications and is hard to organize communicative classroom activities to go with it. Because of the above reasons, English teachers cannot adopt CLT directly in China’s context, and the history 31 Adapting communicative language teaching approach to China’s context ï ¿ ¼has already proved that direct adoption would fail at last. They must adapt CLT and use an eclectic method according to Chinaà ¢â‚¬â„¢s current situation. 3.2 Factors to be considered of adapting CLT to China’s context The above four English teaching methods are all used in China’s English teaching. They have their own advantages and disadvantages. Previous research and analysis show that the most scientific way to teach English in China’s context is to combine those different English teaching methods together, using an eclectic method. An eclectic method is a method that accepts the best teaching techniques from other methods according to the actual situation. To reconcile communicative approaches to the teaching of English with traditional Chinese methods helped English teachers in their teaching, but to be eclectic, teachers were required to use CLT as a method while accepting elements of the traditional methods, especially the Grammar-Translation Method. 3.2.1 Combining accuracy and fluency in China’s English teaching In English learning, accuracy and fluency are two equally important factors, but in China, accuracy is emphasized more than fluency. Chinese students are keenly interested in the exact words, have a low tolerance of ambiguity, and tend to focus on discrete grammar points and specific syntactic constructions (Barnhouse, 1981). Modern society needs students use English not only accurately but also fluently, so more attention should be paid to fluency in the future’s English teaching. As for teaching beginners, a solid foundation of English must be emphasized, which is primarily built on accuracy, so English teachers should use Grammar-Translation Method more in this stage . Then teachers should encourage students to use English orally with as few errors as possible, and to manipulate the language system as spontaneously and flexibly as possible. CLT is largely involved in this process. After students have mastered the language forms, they ought to be given intensive fluency practice, because although linguistic competence is the basis of communicative competence, communicative competence does not automatically result from linguistic competence (DUAN, 1992). At this stage, English teachers should not interrupt students’ practice to correct their mistakes frequently, but at the end of each fluency practice, the teacher should let students aware their mistakes, so they can avoid next time. During the whole practice, the teacher should let students use English extensively and limit the use of Chinese. Through this way, accuracy and fluency can be achieved and students’ English linguistic competence and communicative competence can both be developed. 3.2.2 Student-centered orientation  For a long time, China’s English classroom is dominated by teachers. They always stand in front of the blackboard, and talk all the time; students sitting in lines separately to listen. This kind of classroom setting is in favour of using Grammar-Translation Method in teaching, but it is not convenient to carry out students’ practice. In order to facilitate English acquisition, students need oral practice in English classroom. Teachers must ensure that classroom interactions are managed, not just by the teacher, but by all participants. To achieve this, teachers should arrange the desks in such a way that the students can look directly at one another to help create interactions among students. 3.2.3 Teacher’s role  Instead of being the master of the class, the English teacher could act as an independent participant and facilitator in English classroom. He or she facilitates the communicative process among all learners and between students and various tasks. He or she can give guidance and advice when necessary. But this does not mean in the teaching process, the teacher should only be a passive observer. Although the teacher may be nondirective in general, it is still the teacher’s responsibility to recognize the distinctive qualities in the students (HAN, 1979) and to help students develop those qualities. Of course, to perform these roles well, English teachers in China need further guidance and training to let 32 Adapting communicative language teaching approach to China’s context ï ¿ ¼them fully understand that teaching English does not consist only of teaching grammar but that the true mastery of a language involves communicative competence, and to let them know how to use CLT in their daily teaching process successfully. 3.2.4 Classroom activities  Classroom activities such as role-play, pair work and group discussion should be largely involved in English teaching. At the same time, teachers can also use any unexpected occurrence that happens during class. I still remember when I was in secondary school, I was always attracted easily by outside sights and noises. Once in an English class, I saw a very beautiful butterfly flying outside the window. It was so beautiful that I signaled my best friend to look at it. Just at this moment, my English teacher also noticed my signal. Instead of being angry, she asked the whole class to enjoy the beautiful butterfly, and me to describe it in English. Although in China, classroom activities are usually based on textbooks; English teachers can try to create activities to provide students with speaking opportunities and motivate them. 3.2.5 Changes in English test  For a long time, English examinations in China did not have oral test and the language use section. Recently, some important English tests in China developed by the State Education Development Commission began to include the language use section. English teachers can teach to the test from now on. The section was added to measure the four English language skills used for communication and it included such elements like: role-play, reading comprehension and communicative writing. Most of my students in China told me that the English examination is more interesting than ever before and they like these changes. 4. Conclusion  English teaching in China, with its traditional setting and current situation, differs from many English speaking countries. But this does not mean that the CLT approach is not applicable in China’s context. On the other hand, English teachers can use an eclectic method according to their actual situations. Adapting the CLT approach, making full use of its advantages and reconciling it with the traditional Grammar-Teaching Method, this approach can work the most effectively in China. But adapting CLT to China’s context is a very complicated process, under the guidance of the SEDC, the representatives of the central government, it should be done step by step. Right now what English teachers in China need to do is to modernize, not westernize, English teaching.

Impact of globalization theories in managing cross cultural issues

Impact of globalization theories in managing cross cultural issues Introduction to the research Globalization is a favorite catchword of politicians and journalists. It also became the key idea for business practice and theory, and enters the debates of academic. People mean the globalization often confusing and confused. Here there is a description of some key concepts about the theory of globalization and also describes the experience of globalization [Beck, 2000]. Globalization is used in a short way to describe the connectedness and spread of technologies, communication and production across the world. That spread involves the interweaving of cultural and economic activity.  Globalization is also used to refer the efforts of the World Bank, the International Monetary Fund and others to create a global free market for services and goods. This political project is potential and significant  for damaging the poor nations which means to exploit the large process. Globalization is the sense of  connectivity in cultural and economic life across the world that was growing for centuries. Many believe that the present situation is in a different order to what has gone before. The speed of the exchange and communication, the size and complexity of the networks involved and the swerve volume of risk, interaction and trade gives the label a force for globalization [Carter F, 1996].  Ã‚   With the increase in economic interconnection the deep-seated changes of politics and the poor countries has become more dependent on the activities in central economies such as the United States of America where the technical and capital expertise tend to be located. There are shift in the power which is away from the nation and argues towards MNC. It is also witness the rise and brand of the globalization. The large corporations operate in many different countries and they are marketed and developed products that could be sold in Washington. The various brands like Sony, Nike, Coca Cola and the host of others have become a part of the fabric of wide numbers of lives of people.   Globalization also involves the diffusion of technologies, practices and ideas. Globalization is something more than the universalization and internationalization. It is simply the westernization or modernization. It is also the market liberalization. The globalization describes the social relation intensification of worldwide which links the distance places in such a way that the simple occurrences are shaped by the event which occurs with many miles away. This also involves a change that understands the experience localness and geography. The globalization has powerful social, cultural, economic and political dimensions [James, 2000]. The 4 themes that appear with regularity in the literature are:   Supraterritoriality and De-localization;   The power and speed of associated growth of risk and technological innovation;   The rise of MNC; and   The extent to which the creation and the move towards the free markets to lead the division and instability. Aims and objectives of the study Primary Objective: To understand the concept of globalization To study in detail various theories of globalization. To identify the cross cultural issues existing in various multinational corporations in India. To analyze the impact of globalization theories on managing those cross cultural issues. To evaluate the effectiveness of application of globalization theories in resolving cross cultural issues. Secondary Objective:  Ã‚   To create awareness about globalization theories in various multinational corporations in India. To emphasis the application of globalization theories in resolving cross cultural issues existing multinational corporations To assist the various multinational corporations in managing cross cultural issues. Review of literature There are 4 theories of globalization. They are: World Economy theory, Third way theory, Regional Bloc theory and World culture theory. World-Economy Theory: The description of world economic theory is: The process by which the capitalist world-system is spread across the whole globe. The Global marketplace is becoming so integrated and advanced so that the nation-state is becoming waste. The good thing about this theory is that the market is more rational than the governments [David S, 2000]. The bad thing about this theory is that the corporate power is less sympathetic than government. The completion of the process begins late in the 1500s and early 1600s by the explorers of Europe. The World-economy comprise of single labor force and mobile and single world market. The core countries have strong armed forces. Consume high profits, high skills and capital production of intensive. The perceived countries have weak armed forces, low-skill, extraction of raw materials, labor intensive production and weak [Anthony M, 2000]. The Semi-perceived countries have more diversified economies, less dependent on the core than peripheral areas and strong military forces than the perceived countries. Third Way Theory: The description of the third way theory is: This theory seeks to find the relationship between the processes of economy occurring in the local and global scales. This theory is also called as view of transformationalism because it looks the ways for transforming the power of nation to cope up with the pressures of globalization [Thompson P, 1999]. This theory does not focus on the global forces which reduces the powers of nation. The challenge existing institutions are used to restructure/reform or encourage great local autonomy. This theory is linked to agenda of politics. This theory also maintains the diversity in the face of forces of economy that encourages the uniformity. Regional Bloc Theory: The description of Regional Bloc theory is: This theory disagrees strongly with the hyper globalist. In this theory only one world market exists. The growth in the internationalism of investment and trade is the growth of regional economic blocs [Robert J, 1999]. The growth of the regional trading blocs has benefited some countries. There is no single institution or government to guide the process. This theory also inquisitions the acceptance of capitalism which is the root problem. The financial efficiency and emphasis competition of capitalism care for the disempowered and oppressed people. World-Culture Theory: The description of world culture theory is: This theory desire to celebrate and preserve the differences against the cultural homogenization. This theory differs from all other theories because it sees more globalization broadly, to increase the uniformity of culture across the world from the perspective of economics. This theory is also different because the previous theories view the growth of the single world culture which is possible as a consequence of globalization, while this theory view this as an important part of globalization. This theory deep roots the traditions of Europeans [Richard G, 1998]. In this theory the progress of continuation begun from several 100 years ago, with the settlers of Europeans. This theory has established control of politics and also brings new models for central government. In this theory the ideas of individuality and citizenship will spread across traditional boundaries of culture by replacing the traditional priorities of communities in many cultures. How World Culture Theory works: Glocalization: The universal processes and ideas involved in the globalization necessarily are absorbed and interpreted differently according to the history of specific groups and vantage point. The glocalization catches the way in which the heterogenization and homogenization join [Robertson, 1992]. Relativization: Each unit in the emerging world takes the shape similar to the others that surround it. For example as the nation becomes a subject for the universal standards which are derived from the common formation of citizenship, humankind in those societies becomes relativized. Similarly, the Real politics are common in the international system becomes relativized as the principles of humanitarian who invent this concept. The relativization of societies of the inter-state system occurs particularly in the concerns about identity of nations. Interpenetration: Particularly the particularism and universalism are becoming a part of single nexus, united in terms of universality of the experience and, the increase in the expectation. In globalization, the universal is made concrete and specifically it becomes endlessly avoided. Hence globalization is a form of institutionalization of the 2 fold process which involves the particularization of universalism and the universalization of particularism. Emulation: Though the globalization does not create common culture in which everyone holds the same values and beliefs so that it does create single ground in which all factors pursue their goals by comparing with others, by using at least some common standards. The early cases are Great Russia and Peter and Meiji Japan. Emulation takes the form of choosing the ideas of incorporating from the global ground [Danny M, 1992]. Contestation: The ideologies of globe-oriented advocate a tight integrated world while others define the difference. Since the religious movements and traditions are involved prominently in producing the images of world and the religion is a difficult site for these contestations. How World Culture Theory change: The world culture Theory can be changed by: Permanent globalization dynamics: The theory of World culture describes the open ended and ongoing process. All the features of the theory of world culture require continual change. The conflict of culture is the common mechanism. Deregionalization Movements: The globalization provokes resistance/ reaction. The globalization that produces the world equal cultures and substitutes of fundamentalism has its own vision of global. The fundamentalist defines the global fundamentals and operate in terms of global ideas [Waters M, 1995]. Multiple sources: While the theory of world culture emphasizes the role of worldviews and reflexivity in the globalization the principle change can originate anywhere. The theory of world culture is agnostic [Mary K, 2001]. Research methodology The systematic gathering recording and analyzing of the data about the problems, which formulate the hypothesis and suggested organizing, collecting and evaluating data, reaching conclusion and making corrections by testing carefully the conclusions to determine whether they fit to formulate the hypothesis Two forms of research are undertaken in order for the purpose of satisfying the objectives of the study: Primary Research: Data collected through first-hand sources Secondary Research: Second-hand data collected through different sources Primary research- Quantitative Research Quantitative research method will be followed in order to create a detailed analysis of consumers perception regarding emails and direct mails as marketing medium in India. Quantitative research offers several advantages to the study: Brower et al (2000, pg. 366) assert that quantitative researchers pursue- and insist that they generate- value-free, unbiased data. Similarly, McLaughlin et al (2002) highlight the following uses of quantitative approach: Research and establish explicit hypotheses Uses accurate measures of concepts Uses tests of statistical significance Uses controls for other explanatory variables Provides a clear theoretical context Secondary Research Secondary data is the information what was collected in the past for some other purpose. Usually, researchers start their investigation by studying a rich variety of already accessible data, to see if they can make a breakthrough in the study partly or wholly, without the use of expensive, time-consuming first-hand research. The following forms of secondary data will be used to research purpose: Books Journals and articles Newspapers Magazines Online web portals Annual Reports Government Agencies Independent Agencies Government official reports Research Design This study will be descriptive in nature. Sampling design Target population: The target population in this research refers to the top multinational corporations that have been prevailing for more than a decade in India. The respondents are employees designated at managerial level. Sample size This study takes into consideration ten different multinational corporations of India. Sampling unit The sampling units are the following ten multinational corporations and their managers. Samsung Reebok Hyundai Motors LG Vodafone Ford Motors Accenture Voltas Panasonic ABN Amro Bank Sampling method The sampling technique is taken for the study is Convenience Sampling. Convenience sampling is a non-probability sampling technique where subjects are selected because of their convenient accessibility and proximity to the researcher [Joan Joseph Castillo, 2009]. In convenience sampling, the subjects are easy to select for the study since they are available ready. This technique is highly preferred by many because it is fast, easy and inexpensive. Size of Sample Survey A sample size of 10 respondents (one for each multinational corporation) will be considered for this study. Sampling plan: The data will be collected by mailing them the questionnaires to their workplace. Questionnaire Design: The questionnaire will consist of both open-ended and close-ended questions. Data Analysis and Interpretation The data collected from primary research will be analyzed and interpreted using statistical tools. It is suitable to the study over other tools, because: It provides both subjective as well as objective results, of which subjective can be converted into numbers/scores It can be used to identify and understand the hidden attributes or constructs which would otherwise (in case of direct analysis) have been unapparent It is inexpensive and easier to implement than other tools. Limitations of the study This concentrates on the impact of globalization theories on managing cross cultural issues in multinational corporations and does not involve any other issue. This study focuses exclusively on multinational corporations in India. This study analyzes only the cultural impact created in multinational corporations by globalization theories and does not involve any other impact. This study is applicable for multinational that have been successfully sustaining in the market for more than a decade.

future of multimedia Essay -- essays research papers

Multimedia future†¦ There seems to be a rising flourish of enthusiasm about Internet courseware and multimedia. Additional individuals learn, the more they want to learn. For example, once their essential classes Web pages are complete, instructors often decide that they want pictures, then perhaps some audio, then animation, then. There are a number of advantages to using audio over the Internet. Professors are able to create archived lectures or live broadcasts, allowing for asynchronous or synchronous communication. They have been experimenting with live audio broadcasts, and they see an advantage in the interaction: students can call in (similar to a talk radio show) and talk to the professor, rather than passively listening. Audio over the Internet also allows instructors to provide guest lecturers from all over the world at low cost. The capacity to archive these presentations makes them available at times convenient for students for review, or for the first time if they miss a live presentation. The current advantages and disadvantages of multimedia online are multimedia allows people to communicate more effectively online. I believe that with technology like 3-D modeling and virtual reality, people from different places will be able to work in groups to construct projects over the Internet. I also see multimedia as a shape of self expression: it enables the creator to add personality to a website or course. Multimedia, whether in the form of video, animation or a ...

Effect Of Violence On Children’s Television Programs

The last decade has generated enormous momentum regarding the effect of violence in media targeted at individuals in the young age bracket. But even as awareness increases the problem seems to increase in magnitude. Experts argue that unless the demand does not reduce the supply will not match down and this might just be true. In reality the stem of the problem is still lack of awareness. An average educated American family might know not to expose their children to violence on television but may not really gauge the fact that the program their toddler watches on screen has its share of violence in a well fed and nourished capsule. This is largely the problem. Of course, other social factors can increase the likelihood of violence by youth: lack of interaction with parents, brutality in home life, exposure to violence in neighborhoods, and easy access to guns. Here we are talking about an entire generation of our children who shall be victims to aggression and violence and who shall with increased likelihood grow up to be less productive individuals. Let us not forget that we are talking about the future of any given nation when we speak of its children. Take a look. Significance of the problem at hand: So just why is it so important that we try to understand something that happens in childhood? And that too something as trivial as a few stunts in your child’s daily program, some might ask. Don’t most children grow out of such things when they grow up and begin to exhibit normal acceptable adult behavior? The truth is that during early childhood, the foundation is laid for future social, emotional, cognitive, and physical development. During this formative period, young children are particularly vulnerable to negative influences. In most instances, children have no control over the environmental messages they receive. Up until age seven or eight, children have great difficulty distinguishing fantasy from reality, and their ability to comprehend nuances of behavior, motivation, or moral complexity is limited. This special vulnerability of children necessitates increased vigilance to protect them from potentially negative influences. EFFECTS OF VIEWING VIOLENCE. The nation's first major study on the effects of TV violence was a 1972 U.S. surgeon general's report that confirmed that televised violence, indeed, does have an adverse effect on certain members of our society. MAJOR and Direct -Children may become less sensitive to the pain and suffering of others (‘desensitization’ to violence) -Children become fearful of the world around them -Children may be more likely to behave in aggressive or harmful ways toward others –Media violence can be especially damaging to children under age 8 and their families because they cannot readily tell the difference between real life and fantasy and stresses the caregivers. -Direct anti social behavior as a result of simulating the acts seen on television. -Immediate phobias due to what is seen on screen which makes them fearful   of the world around them. – In their play, children imitate those characters reinforced for their aggressive behavior and rehearse the characters' scripts without creative or reflective thought. And it has to be well understood that creativity and reflective thought are part of the criteria for assessment of children in school as part of their national curriculum and these provide them chances to score higher. Thus there are chances that the childs school results drop. MINOR and Indirect -Children who watch a lot of TV are less aroused by violent scenes than are those who only watch a little; in other words, they're less bothered by violence in general, and less likely to do anything wrong with it. One example: in several studies, those who watched a violent program instead of a nonviolent one were slower to intervene or to call for help when, a little later, they saw younger children fighting or playing destructively. -More likely to think that the world is a mean and dangerous place( feelings of phobia and discontent which are generally unusual at an early age) – ‘Children who watch the violent shows, even ‘just funny' cartoons, were more likely to hit out at their playmates, argue, disobey class rules, leave tasks unfinished, and were less willing to wait for things than those who watched the nonviolent programs,' says Aletha Huston, Ph.D., now at the University of Kansas. -Research also indicates that TV consistently reinforces gender-role and racial stereotypes. -Children will view violence as an acceptable way to settle conflicts – Research has shown that children who consistently spend more than 4 hours per day watching TV are more likely to be overweight. -Young individuals become comfortable with physical aggression and even arousing them to violent action, it can make others increasingly fearful of being victims. -Lack of interaction with family members or peers who in turn would provide mediating influences in the child’s development. – Direct antisocial behavior in children which indirectly causes violent and criminal behavior when older. – Children may become less sensitive to the pain and suffering of others – Long term Exposure to media violence leads children to see violence as a normal response to stress and as an acceptable means for resolving conflict in the years to come and this behavior it is reported can continue into adulthood. – In these situations. children's creative and imaginative play is undermined, thus robbing children of the benefits of play for their long term development. Conclusion The prevalence of violence in American society is a complex social problem that will not be easily solved. Violence in the media is only one manifestation of the larger society's fascination with violence. However, media violence is not just a reflection of violent society, it is also a contributor. If our nation wishes to produce future generations of productive adults who reject violence as a means of problem solving, we must reassert the vital role of government in protecting its most vulnerable citizens and, together, work to make media part of the solution. .   

Why South Korean Universities Have Low International Rankings

In the first portion of this essay, the grounds ‘Why South Korean Universities Have Low International Rankings ‘ ( Paul Z. Jambor in Academic Leadership: The Online Journal, 2009: Volume 7 ; first issue ) are clearly laid out from legion points of positions refering to two outstanding international rankings ; the Times and the Shanghai rankings ( QS, World & A ; Shanghai, 2008 ) . Herein, different facets affecting the complex relationships between pupils and professors every bit good as between pupils, decision makers and the establishments are shown to account for the comparative low rankings of South Korean universities on an international graduated table. That is to state, South Korean universities may really good fall low on international rankings due to the relatively big flexibleness pupils are afforded during the class of their university surveies. The ground I decided to compose this paper is largely because a figure of my co-workers have gone to lengths in converting me to compose about the pupil side of the overall image in add-on to the grounds laid out in the first portion of this essay. Therefore, I am taking this chance to sketch for you a comprehensive organic structure of concluding and grounds in an effort to demo that the hassle-free atmosphere Korean university pupils find themselves in may good be a important clincher for the below mean criterions at South Korean universities. In consequence, this is shown by the low international rankings of Korean universities in both the Times and the Shanghai rankings ( QS, World & A ; Shanghai, 2008 ) . As clearly demonstrated in the first portion of this essay, South Korean high school pupils perform good above norm academically in the countries of mathematics, reading and scientific discipline. In comparing, South Korean university pupils find themselves dawdling behind on the international forepart due to the lower criterions of station secondary instruction in Korea, as is exemplified by the rankings of South Korean universities. All in all, while Korean high school pupils are under great trades of force per unit area in run intoing the educational demands set out for them by the Korean Ministry of Education, university pupils however find themselves overly involved in student/sports festivals and extracurricular activities that keep their heads off their educational chases. Furthermore, the institutionally recognized grounds for pupils to lose categories are merely unheard of in most ‘higher ranked ‘ academic establishments. On the whole, Korean university pupils have it relatively easy and few of them seem to take at least their freshers and senior old ages of university instruction every bit earnestly as they should, with many claiming that they in fact do small analyzing in their first-year twelvemonth. On the whole, they may merely be immersed in serious instruction in their sophomore and junior old ages. That is to state aside from the relaxed fresher environment, many pupils in their senior twelvemonth are easy let out of holding to go to categories if they had already found employment before the decision of their surveies, possibly as a consequence of a ill-conceived effort by their disposals to better the pupil employability figures of their establishments. With all these factors combined, since at least 50 per centum of the Times superior system is sentiment based with 40 per centum based on a system of equal reappraisal and ten per centum based on a system of employer reappraisal ( QS World ; Methodology, 2008 ) , it is merely logical to reason that any ineffectualness in the Korean station secondary system of instruction would non travel unnoticed by the ‘peers ‘ and the 'employers ‘ who are being surveyed. Consequently, this would constantly take to lower rankings on a planetary graduated table.The Post High School BreakFor the most portion the South Korean secondary system of instruction puts pupils under a great trade of force per unit area in readying for the SAT ( Standard Achievement Test ) to acquire into the universities of their pick. What is more, in add-on to the clip pupils spend in high school, they spend long eventides in auxiliary private educational establishments, analyzing 15 hr yearss ( Dillon, 20 08 ) , to fix for the SAT. Not surprisingly, South Korean 15 twelvemonth olds do good in mathematics and reading harmonizing to The Programme for International Student Assessment in 2006 ( PISA, 2006 ) . Assumingly, Korean university decision makers are good cognizant of this and are therefore likely to let pupils to hold a comparatively stress free academic twelvemonth as freshers in order to do up for the old twelvemonth of adversity caused by being overworked.Student SurveiesMy pupil studies reflect this really same point. That is, a important figure of pupils frequently point out that the work load in my Academic English class is inordinate, nevertheless, I would respectfully differ. To be exact, they merely have to manus in 3 written assignments, at less than one page each. Furthermore, there are merely four ratings, two of which are written, one of which is a presentation and the last one being a group treatment trial. All things considered, that barely accounts for an inordin ate work load. When I ask my pupils when they study and how much of it they do, frequently times they claim that they ne'er study. Even though this is nonfactual grounds and it may non keep true in all instances, it is yet another indicant that pupil class tonss are instead light in relation to their high school old ages. By and big, pupils do acknowledge that they did more perusal in high school than in their first-year twelvemonth of university, and this does talk volumes for why South Korean universities are ranked relatively low internationally. One would believe that it is merely every bit valuable to hold higher ranked universities, therefore better university pupils, as it is to hold high executing 15 twelvemonth olds, nevertheless, there should be no alibi for South Korean universities to keep their pupils to take down criterions than the high schools that precede them. After all, to hold universities with higher criterions of instruction than those found in high schools would merely be the reasonable thing to make since it is best to raise and non drop the criterion of instruction at each new phase of a immature grownup ‘s educational development.The Annual Student and Sports FestivalsTalking sanely, it is safe to presume that there is a clear advantage for pupils to experience comfy at their establishments, yet still disputatiously it may be overreaching acceptable boundaries when many South Korean station secondary establishments make it criterion for their pupils to take the bulk of a hebdomad off each for a pu pil and athleticss festival in the spring and autumn semesters. It is the same as giving pupils the big portion of two hebdomads off from an full twelvemonth of their surveies in order to take part in activities that are incidental and more significantly non-academic. Even if pupils are required to come to category at least a few times during the hebdomad of the pupil festival, they are however insufficiently functional as a consequence of the orgy imbibing that goes on during the class of the hebdomad. Even professors are encouraged by their sections to imbibe with their pupils at the beer collapsible shelters. This is for the most portion done as a trade off for the categories that are persuaded to be cancelled by the several sections. All in all, it may non come straight to mind for those in charge that imbibing on weeknights has lay waste toing effects on the coherency degrees of non merely the pupils but besides the professors/instructors in the forenoons to follow. Therefore, irrespective of the figure of existent cancellations, even the categories which are quickly held output low academic consequences. What is more, particularly freshmen pupils, extremely instrumental in puting up and running of the pupil beer collapsible shelters where pupils gather by sections to imbibe together, are frequently excused from category lawfully so they can put up their drink collapsible shelters during the class of the pupil festival. Customarily, the pupils selected for set-up responsibility are frequently excused from go toing regular categories.Relatively Insufficient Excuses for AbsencesAside from the institutionally recognized absences during the hebdomad of the pupil and athleticss festivals, leave taking for graduation photo-shoots are for the most portion considered as legitimate absences in the position of the station secondary system. More significantly, pupils are even excused from their regularly scheduled categories in order to look for their annual category and single exposure shoots. What is more, a figure of establishments allow female pupils to be excused for one twenty-four hours a month due to their premenstrual rhythm spasms. Possibly the statement could be made that this is instead unneeded pattern as it is non an equal alibi in higher graded establishments.The South Korean Army Service for Young MenAs for my male first-year pupils, most of them miss a twenty-four hours of categories to travel to their ‘Army Test ‘ . This is a standardized physical scrutiny for immature Korean males who are of weaponries bearing age get downing at the age of 19. What is more tragic is that the Korean authorities frequently drafts a important part of male freshmen pupils during the center of the semester alternatively of waiting till the terminal so they could at least have the opportunity to finish their semester of surveies. These pupils frequently miss months of instruction. Taking this catastrophe into history, universities frequently get professors to establish these pupils ‘ classs on the work they had completed up to the point of their military bill of exchange. This is yet once more lost clip in category. After holding completed two old ages in the armed forces, the returning pupils are allowed to get down the semester every bit much as one month into the class. In consequence, it is possible for pupils to lose about an full semester, holding completed merely over a semester of surveies, and still acquire credited for holding concluded both semesters.The Senior Year Employment ExcuseWhat I find the most distressing is the inclination of Korean universities to allow pupils out of go toing a big part of their senior twelvemonth of surveies, all in the hopes of bettering the figures related to the employability of their pupils. On one peculiar juncture, I was even called by one of my former section caputs promoting me to pardon a senior pupil from an full semester of surveies as a consequence of him holding found a occupation less than half manner into his senior twelvemonth. What should be even more distressing is that senior pupils on juncture discovery work in Fieldss unrelated to their big leagues, and still they are able to utilize this employment as an acceptable alibi to lose an full semester of categories. While it is standard pattern for professors and teachers to give some kind of out of category undertaking to these pupils, the sort of work they are able to give them seldom makes up for the schoolroom experience and cognition they could hold gained by really taking active functions in the categories.The Inefficiency of the Heavy Course-loadIt is true that South Korean pupils have a heavy category burden in their freshers twelvemonth, taking portion in every bit many as 20 hours worth of categories, however, it seems to be inefficient from the point of position that such a high per centum of them can still acquire off without really making any analyzing exterior of the schoolroom, as they frequently claim to make. All in all, it may really good be more advantageous for Korean university pupils to take portion in more efficient instruction with fewer categories that yield higher work loads.The Differential Treatment of Foreign Instructors/Professors by StudentsWhat is more, bad reappraisals by foreign professor and teachers frequently find their manner into the unfastened for all to see and therefore farther damaging the reputes of the several establishments. To be precise, the differential intervention of foreign professors by Korean pupils may besides travel far in this regard. It is true that â€Å" in the Chinese Confucian tradition, ‘teacher ‘ is the most well-thought-of profession † ( Hofstede, 1986:304 ) and harmonizing to Cortazzi â€Å" Confucianism, with its accent on household values and regard for age and acquisition, has been peculiarly influential on the Korean manner of life † ( Cortazzi in Finch, 2000: Ch. 2.4.2 ) . What is more, Underwood states that â€Å" Korea is a Confucian society. Everyone is Confucian, including the Christians † . ( 1998:85 ) However, the high degrees of regard systematically expressed to Korean pedagogues by Korean pupils is seldom conveyed toward the foreign professor/instructor as Confucianism has no established system of behavior toward aliens. Under the Confucian bequest, there is no proviso for pass oning with aliens who are by definition beyond the kingdom of prescription of the proper human relationship under Confucian moralss. Koreans are really polite and follow an luxuriant etiquette but merely toward insiders. They can be rather ill-mannered toward aliens. ( Yum, 1987:84 ) Possibly about automatically, this alone places the mean foreign professor/instructor outside of the Confucian hierarchy, hence being afforded a different criterion of intervention and regard by non merely the pupils but besides the disposal. Case and point, while Korean professors are frequently showered with gifts and congratulationss on instructor ‘s twenty-four hours, this does non look to be the instance for the mean foreign professor/instructor. At least this does non look to be the instance based on personal experience and the experience of a important figure of my co-workers. But of class, my non-Korean pupils are for the most portion much more acute on wishing me a happy instructor ‘s twenty-four hours and are seldom hesitating to bow to all their professors, irrespective of race and nationality. This in itself speaks volumes about the Korean station secondary pupils and their Confucian upbringing. After all, it is non uncommon for Korean pupils to bow to Korean professors in the hallways or at any other organized event. Students even stand up when a Korean professor walks into a room or any public assemblage. Of class this is seldom the instance with foreign professors. In fact, Korean pupils frequently treat foreign professors as if though they were simply their friends. At times they even call foreign professors by their first names, which of class is straight-out rude with regard to the standard intervention toward Korean professors. All in all, the standard behavior toward foreign professors by Korean pupils is really careless, for the most portion nothingness of the deep respect Korean professors are shown. Possibly this is besides because Koreans have â€Å" no experience of diverseness † and â€Å" no openness to difference † ( Underwood, 1998:91 ) . Conceivably, due to the non-authoritarian instruction attack of the foreign professor/instructor, pupils may non see the demand to demo the same sum of regard toward the mean alien as opposed to the mean Korean. This difference in intervention between foreign and Korean professors/instructors, nevertheless, does non travel unnoticed by the foreign professors. Often times this is difficult for the ‘foreigner ‘ to get down and it goes far in estranging the foreign professor in what should otherwise be a professional instruction environment where race and nationality should hold small to make with the regard a individual is afforded. What is more, I have even been told by decision makers at one of the station secondary establishments I work for that â€Å" the tennis tribunals are merely for the Korean staff, hence, you can non utilize them. † Subsequently, this was changed to â€Å" the tennis tribunals are merely for tenured staff † , but of class, for the most portion, merely the Korean staff has the opportunity to be tenured. Afterwards the diction changed yet once more and I was told that â€Å" even though the tennis tribunals are usually reserved for tenured staff, an exclusion can be made so you can utilize it. Just do certain you pay the enrollment fees. Besides, make your best to acquire along with the Korean staff and attempt non to do them experience uncomfortable. † Now what in the universe could I perchance do to do them experience uncomfortable? Throw balls or rackets at them? Surely I am non traveling to make that. Overall, this blunt inclination by the disposals tends to direct the incorrect message to pupils, and the ensuing corporate prejudice does be given to estrange foreign professors at the several establishments. Surely, there is a existent likeliness that this has an indirect but negative consequence on the international rankings of Korean universities. That is to state, the word has the inclination to acquire out of Korea, and it is rather sensible to presume that this sort of repute goes far in carrying the ‘peers ‘ and 'employers ‘ , taking portion in the studies conducted by QS Times, to rank Korean universities comparatively low internationally. Keeping in head, that merely Seoul National University made it into the top 200 universities harmonizing to the Shanghai rankings and merely three Korean universities qualified for the top 200 group of station secondary establishments in the Times rankings ( QS, World & A ; Shanghai, 2008 ) . This is possibly the biggest sarcasm, for it is likely that the differential intervention of the foreign staff may really good hold the most far making effects with respect to the low rankings awarded to Korean universities by the equals and employers being surveyed by QS Times. After all, their combined sentiments accounting for 50 % in weight when it comes to the clinchers used to set up the overall rankings ( QS Times ; Methodology, 2008 ) .Figure 1: The Times Higher Education MethodologyIndexExplanationBurdeningAcademic Peer Review Composite mark drawn from equal reappraisal study ( which is divided into five capable countries ) . 6,354 responses in 2008. 40 % Employer Review Score based on responses to employer study. 2,339 responses in 2008. 10 % Faculty Student Ratio Score based on pupil module ratio 20 % Citations per Faculty Score based on research public presentation factored against the size of the research organic structure 20 % International Faculty Score based on proportion of international module 5 % ( QS Times ; Methodology, 2008 ) With the equal reappraisal index accounting for 40 % of the entire weight used to cipher international rankings, would it non be a reasonable thing to handle co-workers as peers. That is to state, the really same co-workers that are treated indifferently by Korean pupils and station secondary establishments, every bit good as their friends with whom they portion personal experiences, could really probably do up a significant per centum of the equals make fulling in the studies. This would certainly ensue in the prescription of lower ranks to South Korean universities and therefore Korean parents would be more inclined to direct their kids to analyze at higher graded universities in the United States. After all, â€Å" Traveling to U.S. universities has become like a immense craze in Korean society, and the Ivy League names – Harvard, Yale, Princeton – have truly struck a nervus, † ( Harvard alumnus ; Victoria Kim in Dillon, 2008 ) . Person please state the people in charge of the Korean station secondary establishments for they can no longer afford to let this increased inclination for pupils to analyze abroad as it leads to augmented fiscal strain on the pocketbooks of Korean parents. Overall, Koreans need to take instruction back into their ain custodies and go truly independent in footings of both secondary and station secondary instruction. They owe themselves at least this much.DecisionTaken as a whole, Korean establishments and pupils every bit good as policy shapers need to take the above mentioned factors into serious consideration as the transparence of the state of affairs at the several Korean postsecondary establishments is inevitable given the nature of today ‘s planetary society being linked up by the World Wide Web. All in all, they must go more concerned with the likely clinchers that may really good put them in lower ranks internationally. South Korea is non in a bubble, and every attempt must be made to guarantee that Korean pupils are held to international criterions, if the purpose is to better Korean post-secondary establishments on a planetary graduated table. Furthermore, the criterion for attending on all foreparts must be brought to international degrees and the Korean authorities should take the necessary stairss to do certain that male pupils are non pulled out of school half manner into the semester. What is more, universities themselves would be better off in leting pupils back into the pupil population merely when the semester is get downing and non every bit far as a month into it. Besides, establishments should guarantee that senior pupils complete their concluding twelvemonth of surveies and non be allowed to complete early in a mere attempt to better employability statistics. Furthermore, much attention should be taken to guarantee that pupil and athleticss festivals do non hold such profound impact on pupil attendings. Possibly, more significantly, foreign pedagogues should be exposed to the same degree of regard and the same sort of intervention as is the instance with the Korean pedagogues. All in all, the universe is acquiring smaller and smaller with each go throughing twelvemonth, hence, it is imprudent to presume that what goes on behind closed doors stays behind closed doors for the doors have long been opened and the walls have for a piece been crystalline. All in all, any uneffective, deficient and colored patterns at the several establishments should be rooted out at all costs so that Korean station secondary establishments can derive a better stance on today ‘s planetary phase. Most significantly, the differential intervention of foreign professors at Korean universities must discontinue to be as it may travel far in destroying the repute of Korean universities worldwide. Ultimately, it should be stated that it is non my purpose to knock Korean station secondary establishments, nevertheless, I do hold it necessary to pull public and institutional attending to any factors that are likely to lend to the comparative low rankings of Korean universities. This is needed so policy shapers and those groups of people in charge of the establishments can eventually admit that the jobs are echt and therefore be given ample consciousness and chances to efficaciously undertake the debatable issues. Overall, this would travel far in bettering the international rankings of Korean station secondary establishments and as a ensuing effect provide better chances for Korean pupils on a domestic degree, therefore going a win-win state of affairs for all parties involved.