Requires the student to reflect upon own and group performance and Essay

Requires the student to reflect upon own and group performance and contribution - Essay Example This forms a reflection of both personal and class performance on the unit. Furthermore, the influence of social media on career choices in PR and media will be given an in-depth analysis. An overview of the unit represented three related think pieces. There was a one press release exam in which we all read the article and examined on the content. The unit featured a class debate in which the topic was â€Å"50 should Be the Cut off Age for Women to Have Children†. The unit was interesting and represented a personal interaction with the real issues affecting us. The press release exam concerned on a recent event that took place while the debate gave the real issue affecting women in the society. The lecturer was had vast knowledge and ready to listen to us. He would joke and make us laugh breaking the boredom. At times, he would allow us to stretch. His philosophy was that learning should not be difficult but rather made easier for students to understand. He always reminded us to remain practical at all times since the world out there needed people with our abilities. Some of the advices given by the lecturer influenced our learning both at the personal and class level. Since the unit had some level of difficulty, we decide to come together and form a class discussion for one minute session. It was difficult when coming up with the idea. Most of the students did not support the idea, but I insisted that it was appropriate we form a one minute session for the class for deliberating. I had to convince a rebellious friend to understand that it was for our common good. The lecturer was not strict in terms of the approach to the unit. He required 100% class attendance, and submission of while observing the deadline. He reminded us that in life it is important to make personal choices that we would never regret. With like-minded friends, we made it our decision to form the one minute session. Forming a one minute session helped in deliberating on the

How to Break Up and Remain Friends Essay Example | Topics and Well Written Essays - 1000 words

How to Break Up and Remain Friends - Essay Example True, it might hurt initially but the break up could be beneficial for the couple. First, they no longer remain in a non-workable relationship and the separation gives them space to mature and to find partners that they could really be happy with. For good or for ill, the other person had a part of one’s life and it is much better to remain friends than keep the pain of the break-up. Yes it is easier said than done. Especially if the break up was just recent. Sometimes, the other party wronged the other party that led to the break-up that remaining friends would be quite impossible. Yet, despite all these difficulty in remaining friends with exes, relationship experts unaninomously agree that it is still healthier to remain friends with exes than totally severe the relationship. First, it displays maturity on both party and second, it allows both party to move on smoothly. There are few tips that were given which this paper would attempt to consolidate for brevity. According t o Molly Mann, both party has to set their expectations right so that remaining friends with a former lover would still be possible. Foremost, â€Å"do not expect to be friends all at once† (2009). ... Think about this, if the other person did not get hurt with the break up, then the relationship might not have meant anything. The pain is only a manifestation how valuable the relationship were which is why partners are grieving. If the other party is not yet ready, do not rush. When the time has already come that the two of you are already ready to face each other and talk, this would be the ideal time to sort things out if there are still unresolved issues. If the air is already clear, it would be first comfortable to talk about neutral topics than jumping right away in the topic that the two of you wanted to become friends right away (Chenoweth, 2011). It might make the other party or both parties awkward that would make future attempts more difficult. Treat the ex just like a normal friend and be relaxed (Chenoweth, 2011). Zara Hughes made a caveat in extending the olive branch of friendship. Make sure that the both of you have established boundaries in the new structure of your relationship that it is strictly platonic. Be aware not to engage in sweet things that the two of you used to do such as touching, flirting and of course, kissing. It will only make things more difficult because the two of you will be back where you started (Chenoweth, 2011). In the same manner that you keep your body language platonic and neutral, also make conscious check not to talk about the emotional details of your relationship. Nor the reason of its break up or what could have beens. Talking about it would be tantamount to fix the relationship with a subconscious hope for the two of you to be back again. Once that happened, you two are again back from where you started and will undergo again the harrowing feeling of break up and re-establishing friendship. If

The Relationship Between Culture And The Media Media Essay

The Relationship Between Culture And The Media Media Essay The relationship between sport, culture and the media is a flourishing field of investigation, especially so when examined from the perspective of Cultural and Media Studies. Although relatively unseasoned in its capabilities as a topic of enquiry, the subject matter has recently been addressed as being a dynamic, fascinating subject of underestimated sociological significance, with the ability to convey a strong sense of a field of study with its own history and intellectual trajectory (Rowe 2004: 2) The Media Sports Cultural Complex, as described by (Rowe 1999) analyzes the relationship between media and sport within contemporary culture, and discusses specific media sports texts within a theoretical framework, while addressing debates concerning methods of production, reproduction, and transformation. This manages to signify both the primacy of symbols in contemporary sport {and} the two-way relationship between the sports media and the great cultural formation of which it is a part'( Rowe 2003: 4). This concept, manages to embrace all the media and sports organizations, processes, personnel, services, products and texts (Jacobson 2003) which can amalgamate in the creation of the broad and dynamic field of contemporary sports culture (Rowe 2004: xx). The scope and scale of this theory, and its culture, means that within modern day society, it is invariably impossible to escape its impact. In this paper I plan to discuss the issues and significancies surrounding the topic of Sport and media, and in particular, Sport Fishing, and its relevance as a matter of investigation. Focusing on how relationships between sport fishing and the media have been approached by both contemporary practitioners and scholars alike. This paper will carry out debates into the notion of socio-cultural enquiry in Media sport. Concepts such as representation and ideology can bring to light the vast range of discernible aspects of the production, circulation and consumption of sport fishing, and both its immediate, and long lasting cultural consequences. When looking at Sport Fishing as a focal point for culture and media, it must be stated that choosing a subject matter on which to concentrate from a large, growing and diverse body of topics is a taxing activity, but I have done so on the grounds that although seemingly controversial, Sport fishing remains the most popular participant sport in the world. Recent studies have supported this notion, reporting that in the US alone figures of 60 million anglers generating over $45 billion in retail sales with a $125 billion impact on the nations economy creating employment for over one million people (U.S. Fish and Wildlife Service report, 2006) To accompany this, growth in Angling popularity has embraced a vast array of media texts, namely books, painting, photography, statistical databases, television and radio broadcasts, video, DVD, films of both fiction and non-fiction varieties, photo-essays and the internet. Throughout the following chapters I will refer to all media forms as text s. Through analysis of these various texts, sport can be applied to a vast array of age groups, and pose a constant opportunity for representation and commercialization: When considering the nexus of sports fishing as a Media Sport, those who have emerged as key players in this enormous industry, have carefully and cleverly used the media as a mode to communicate, demonstrate, market and commercialize the sport. Media Sport is now perceived as being closely- knitted with the lives of both fans and non followers uniformly. Much of this is due to the fact that Media and Sport are now widely seen as becoming mutually dependent, and with this allegiance has come an explosion of media sport publicity, taking up enormous amounts of electronic, print and cyber-space. This has permitted opportunities for large numbers of businesses and workers to generate the production of goods and services. This grants absorbance of substantial public resources in the form of programs, subsidies and tax exemptions and is in turn strategically used by the political apparatus in the name of the people (Rowe 2004: 3) When considering Sports fishing, the Wal-Mart FLW Bass fishing tour in the USA is a spectacular example of where sport acquires vast tracts of Media coverage, and is responsible for the production and consumption of everything from soft drink to clothing, {and} is heavily subsidized by corporate groups (Roche 2000). From here, it becomes of vital importance, to come to terms with the intricacies of Sport fishing (in Cultural and Media studies) by understanding, probing and criticizing it in order to be in a position to intervene in its operations, where necessary, in the name of cultural citizenship (Murdock and Golding 1989; Murdock 1997). In essence, Sport fishing, as a Media sport, is particularly important to contemporary cultural citizenship {because} there are no more culturally and economically prized texts, with correspondingly high rewards for controlling them, than live televised media sports texts (Rowe 2003). This paper functions firstly as an introduction to the research and scholarship surrounding Sport, culture and the media, and the relationships that are created by this allegiance. As an ever growing field of inquiry, this topic is explored by generating critical and academic discussion from the perspective of Cultural and Media studies. This aims to highlight the importance of examining the various dimensions of this conspicuous yet elusive analytical object (Rowe 2003) by examining both Sport (Fishing) and the Media, and the ways in which the two have become merged. The evolution and union of sport and media, is deciphered by analyzing the respective histories, whilst delving into matters of social structural changes. These changes are in turn responsible for a rise in mass consumption and cultural economy of sport through channels such as the exchange and manufacture of images, information and ideas. Once these concepts have been explored, this paper progress toward notions of denotation and connotation of media sport. For example when considering a sports text, that text must be read by a sentient being {and} in reading that text, the reader will interpret it and obtain direct and indirect meanings from it (Murdock 1992). By comparing and contrasting the formal properties of essays, photography, television, film and the internet respectively, its is possible to examine the effect semiotic and textual relations have upon a variety of readers. This creates a void for academic debate surrounding social issues such as ethnicity, age, gender, nationalism, and class: theoretically, conceptually and empirically informed analysis enables a critical understanding of the institutional context within media sports texts, in their many forms and uses (Rowe 2003) {which forms} specific viewerships, ideologies, myths and other texts in a way that makes them important components of contemporary culture (Rowe 1999: 144)

King Richard Essay -- History England King Richard Essays

King Richard My report is on Richard I, byname Richard the Lion-Hearted. He was born September 8, 1157 in Oxford, England. He died on April 6, 1199 in Chalus, England. His knightly manner and his prowess in the Third Crusade(1189-92) made him a popular king in his own time, as well as the hero of countless romantic legends. He has been viewed less kindly by more recent historians and scholars. Richard was the third son of Henry II and Eleanor of Aquitaine, and he was given the duchy of Aquitaine, his mother’s inheritance, at the age of 11 and was enthroned as duke at Poitiers in 1172. Richard possessed precocious political and military ability, he won fame for his knightly prowess, and quickly learned how to control the turbulent aristocracy of Poitou and Gascony. Like all Henry II’s legitimate sons, Richard had no filial piety, foresight, or sense of responsibility. He joined his brothers in the great rebellion(1173-74)against his father, who invaded Aquistaine twice before Richard submitted and received pardon. Thereafter, Richard was occupied with suppressing baronial revolts in his own duchy. His harshness infuriated the Gascons, who revolted in 1183 and called in the help of the â€Å"Young King† Henry and his brother, Geoffrey of Brittany, in an effort to drive Richard from his duchy altogether. Alarmed at the threatened disintegration of his empire, Henry II brought the feudal host of his continental lands to Richard’s aid, but the younger Henry died suddenly(June 11, 1183)and the uprising collapsed. Richard was now heir to England, and to Normandy and Anjou, and his father wished him to yield Aquitaine to his youngest brother, John. But Richard, a true southerner, would not surrender the duchy in which he had grown up. Richard received Normandy on July 20, and the English throne on September 30. Richard, unlike Philip, had only one ambition, to lead the crusade prompted by Saladin’s capture of Jerusalem in 1187. He had no conception of planning for the future of the English monarchy, and put up everything for sale to buy arms for the crusade. Yet he had not become king to preside over the dismemberment of the Angevin Empire. He broke with Philip and didn’t neglect Angevin defenses on the Continent. Open war was averted only because Philip also took the cross. Richard dipped deep into his father’s treasure and sold sherif... ...of Hubert Walter, justifier and archbishop of Canterbury. It was Richard’s impetuosity that brought him to his death at the early age of forty-two. The Vicomte of Limoges refused to hand over a hoard of gold unearthed by a local peasant. Richard laid siege to his castle of Chalus and in an unlucky moment was wounded. He died in 1199. He was buried in the abbey church of Fontevrault, where Henry II and Queen Eleanor are also buried, and his effigy is still preserved there. Richard was a thoroughgoing Angevin, irresponsible and hot-tempered, possessed of tremendous energy, and capable of great cruelty. He was more accomplished than most of his family, a soldier of consummate ability, a skillful politician, and capable of inspiring loyal service. He was a lyrical poet of considerable power and the hero of troubadours. He was both an honored and despised man. Works Cited: A History of the Crusades; Vol. 3; 1954 Richard the Lion Heart; K. Norgate; 1969 Itinerary of King Richard the First; L.Landon; 1935 Loss of Normandy 1189-1204; 2nd Edition; 1961 Eleanor of Aquitaine and the Four Kings; A. Kelly; 1950 Encyclopedia Britannica Online; www.eb.com; 1999

Types of Story Leads

Lead Every news story begins with an introduction called the lead. This may be a single word, a phrase, a clause, a brief sentence, an entire paragraph or a series of paragraphs. The main functions of the lead, aside from introducing the news story, are to tell the story in capsule form and to answer right away the questions the reader would naturally ask. A good lead answers all the important questions of the reader, indicates the attendant circumstances if they are all important, and arouses the readers’ interest to continue reading the story.The lead is the beginning, the most important structural element of a story. Charnley (1966) stated that, â€Å"an effective lead is a brief, sharp statement of the story's essential facts. † The lead is usually the first sentence, or in some cases the first two sentences, and is ideally 20-25 words in length. Leads should: * open with bright, interesting, colorful nouns and verbs be brief (often only 20-30 words) be, for the mos t part, one sentence in length be crisp and to the point effectively summarize the story â€Å"feature the feature† include attribution (the source) if needed for credibility ive the title for any person mentioned not include personal pronouns such as â€Å"we† and â€Å"you† not include reporter opinion Summary lead The typical lead is called a summary lead or straight summary lead, and it, of course, summarizes the story. The journalist must, therefore, write a clear, fairly short sentence that reveals all, telling the end result of the story. Someone should be able to read the lead and be informed about what happened without reading the rest of the story. A summary lead should answer as many of the 5W's and H as possible: who, what, when, where, why and how.The 5 W’s and H provide the news writer with quick and convenient means of organizing the lead of a story. They also provide the framework or structure for organizing the lead of a story. This is on e of the most common forms of hard news story. But, the question is that how do we decide what is most important and what should follow in descending order of importance? Here, we must use our own judgment. Some questions to ask: What will affect the readers the most? What questions does the lead raise that need to be answered immediately? What supporting quotes are strongest?Below are examples of leads which feature the various 5W's & H. The words that make up the â€Å"W† that is featured are in bold face type. | WHO lead Used when the person involved is more prominent than what he does or what happens to him. -Reckless drivers who don't seem to be drunk may well be high on cocaine or marijuana, according to roadside tests that indicate drugs may rival alcohol as a hazard on the highway. -Monica Lewinsky, the former low-level aide at the center of the current White House investigation, is willing to submit to a polygraph examination in exchange for complete immunity from pr osecution, her lawyer said Sunday.WHAT lead Used when the event or what took place is more important than the person involved in the story. -A pack of wild monkeys terrorized a seaside resort town south of Tokyo last week, attacking 30 people and sending eight of them to the hospital with bites. (This also co-features the who. ) -A Soyus spacecraft docked flawlessly with the Mir space station Saturday, bringing a fresh crew of two Russian cosmonauts and a Frenchman to the orbiting outpost — along with a bottle of French wine. WHY lead Used when the reason is more prominent or unique than what happens. With more amateurs cutting wood for use as an alternative to high-priced heating oil, hospitals are coping with an increasing number of injuries due to chain-saw accidents, reported the American College of Surgeons. WHERE lead Used when the place is unique and no prominent person is involved. -Red China will be the site of the next International Film Festival. WHEN lead Rarely u sed as the reader presumes the story to be timely. However, this lead is useful when speaking of deadlines, holidays and important dates. -Today, almost to the hour, the Revolutionary Government was proclaimed by President Corazon Aquino.HOW lead Used when the manner, mode, means, or method of achieving the story is unnatural way. -Louisiana-Pacific Corp. plans to sell seven out-of-state lumber mills and expand production at 17 others in order to boost output by up to 40 percent. (The how in this lead is also the what. ) Novelty leads Novelty leads differ from  summary leads in  that they make no attempt to answer all of the five Ws and the H. As  the  name  implies novelty  leads are novel. They   use   different   writing   approaches   to   present different   news   situations   to   attract   the   reader’s   attention and   arouse   curiosity.Type of Novelty Lead| Example| CONTRAST: The contrast lead compares two opposite extrem es, generally dramatize a story. The comparisons most frequently used are tragedy with comedy, age with youth, the past with the present and the beautiful with the ugly. | In 1914, the United States entered the First World War with a Navy of 4,376 officers, 68,680 men, 54 airplanes, one airship, three balloons and one air station. Today, there are more than 500,000 active duty officers and enlisted personnel, 475 ships and 8,260 aircraft in our Navy. PICTURE: The picture lead draws a vivid word of the person or thing in the story. I t allows the reader to see the person or thing as you saw it. | Thin and unshaven , his clothes drooping from his body like rags on a scarecrow, Frank Brown, USN, today told naval authorities about six-week ordeal in an open rubber boat in the South China Sea. The new principal, although only at his early thirties, is already silver-haired. He seldom talks, but when he does, he talks with sense. | FREAK: The freak lead is the most novel of the novelty le ads.As the name implies, the freak lead employs a play on words, alliteration, poetry or an unusual typographical arrangement to introduce the facts in the story and to attract the reader’s attention. | For sale: One guided missile destroyer. The Navy is thinking about inserting this advertisement. †¦ $ammy $mith, who i$ just $even, wa$ digging in the $and at $amsons beach today and gue$$ what he found? | BACKGROUND: The background lead is similar to a picture lead, except for one important difference. It draws a vivid word picture of the news setting, surroundings or circumstances. High seas, strong winds and heavy overcast provided the setting for a dramatic mission of mercy in the North Atlantic on the first day of the new year. The PNC campus was turned into a miniature carnival ground Sept. 1 during the 85th F-Day celebration of the College. Decorated with buntings and multi-colored lights, the college quadrangle was a grand setting for a barrio fiesta. | PUNCH: The punch lead consists of a blunt, explosive statement designed to surprise or jolt the reader. | The president is dead. Friday the 13th is over, but the casualty list is still growing.Victory Day! Magsaysay High School celebrated March 18 its 5th victory in the city-wide journalism contests. | QUESTION: The question lead features a pertinent query that arouses the readers’ curiosity and makes them want to read the body of the story for answers. Phrase this lead as a rhetorical question. | How does pay in the Navy compare with civilian wagers? Has the space age affected the role of the Navy? | QUOTATION: The quotation lead features a short, eye catching quote or remark, usually set in quotation marks.A quote lead should be used only when it is so important or remarkable that it overshadows the other facts in the story. | â€Å"You really don’t know what freedom is until you have had to escape from Communist captivity, † says Bob Denglar, a former Navy lieutenant a nd an escape from a Viet Cong prison camp. â€Å"The youth in the New Republic have become partners of the government in its struggle for progress and advancement,† thus spoke PNC Dean of Instruction Rebecca D. Alcantara to some 400 student delegates to the 1998 Hi-Y-H-teens Leadership Training Seminar held Dec. 6-39 at the College Auditorium. | DIRECT ADDRESS: The direct address lead is aimed directly at the readers and makes them collaborators with facts in the story. It usually employs the pronouns â€Å"you† and â€Å"your. † | Your pay will increase by ten percent next month. You can receive a college education Navy expense if you qualify under a new program announced this week. | References : http://journalism20. nuvvo. com/lesson/7587-lead-of-a-news-story www. angelfire. com http://photographytraining. tpub. com

Parvana’s life in Afghanistan Essay

In â€Å"The Breadwinner† Parvana’s rights are being violated. She has the right to go to school and get an education. She has the right to go to court to defend people. She has the right to freedom and many other rights, but nearly all of her rights are being violated by the Taliban. I wonder how Parvana deals with it? This essay will be about some of the rights that are violated in Afghanistan, the right for an education, the right to go to court and the right for freedom. The right for an education is violated. My first quote to help me give evidence that is on pages 10-11 â€Å"it wasn’t her fault she wasn’t in school! She would rather be there too. † This quote represents that the right for an education is violated because she wants to go to school, but the Taliban has forbidden girls to go to school. My second quote is found on page 11 â€Å"when they first took over the capital city of Kabul and forbade girls to go to school, Parvana was terribly unhappy. I think this quote means that the Taliban forbid girls to go to school so they are the smartest so it is easier to take over the whole of Afghanistan. The right for freedom is violated. The first example to show evidence is on page 22 â€Å"the Taliban has said we must stay inside, but that doesn’t mean we have to live in filth. † I think this quote gives a good example because it shows that they are demanded to stay inside. My second piece of evidence is on page 7-8 â€Å"For more than a year now, they had all been stuck inside one room, along with five-year-old Maryam and two-year-old Ali. I think this quote shows that the family’s freedom is violated because they have to stay inside because they are girls. Parvana’s right to go to court is violated. On page 31 a quote helps me give evidence that Parvana’s family can’t go to court. â€Å"Parvana watched hopelessly as two soldiers dragged him down the stairs. † I think this quote shows clear evidence because it shows that they just take him and don’t give information or when he will be released or anything. My second quote is found on page 30 â€Å"two of the soldiers grabbed her father. The other two began searching the apartment, kicking the remains of dinner all over the mat. † This means that the Taliban don’t give any information about when they can go to court to defend their father so he doesn’t need to go to jail, and they just storm in and do whatever they want. The Taliban also like to suppress people. Parvana deals with the rights in many ways. Girls could not go to school or be outside, so she disguised herself as a oy. She could not go to court to defend her father so she went to the prison to get her father back with her mom, but they were beat up. Parvana did not have the right for freedom so she disguised herself as a boy. â€Å"The Breadwinner† was a nice and emotional story about her life in Afghanistan and how she deals with her father being put in jail and the rights being violated. Parvana dealt with some of the rights, such as the right to go to court, the right for an education and the right for freedom.