Joe DEustachio Essays (997 words) - United States,

Joe D'Eustachio SPE 101 Famous Speech Purpose: To explain how Franklin Delano Roosevelt's First Inaugural Address was so impactful to the people of America during the Great Depression. Central Idea: On March 4, 1933, Franklin Delano Roosevelt was sworn in as the new President of the United States while the Great Depression was at its height. It was at the Capitol Building where he delivered his first inaugural address that not only invigorated the American spirit, but restored hope that the darkest days of the depression were behind them, and gave him the support he needed to launch his New Deal. Franklin D. Roosevelt, or FDR for short, is remembered as one of the greatest Presidents of all time. He was the only president to be elected four times! Roosevelt was the leader of the United States during one of the most difficult times in our country's history: The G reat Depression . FDR's First Inaugural Address is perhaps one of the most memorable speeches of all time. When Roosevelt was inaugurated, the United States was in utter turmoil. The Great Depression, as it soon became known as, was at its seemed to be at its peak. The American people were beaten and broken from this depression, and FDR was able to deliver an uplifting speech where he united them to get through the it together. Today, I would like to tell you all not only about the life of Franklin Delano Roosevelt, and how his First Inaugural Address was able to rally the people of America together to beat the depression. Franklin Delano Roosevelt was born January 30, 1882 into the wealthy Roosevelt family. He was the only child to James and Sara Ann Delano Roosevelt, and lived at his family's estate Springwood, which is in Hudson Valley, New York. He studied law, and went on to go to Harvard and Columbia, until passing the bar exam in 1907. However, the practice of law bored him, and he set his eyes on more prestigious goals. Roosevelt was a democrat, and held many seats in office before becoming President. He was the New York state Senate, Secretary of the Navy, and Governor of New York. However, in 1921, he contracted polio. He thought his political career was over, but with help from his wife Eleanor, FDR had learned how to walk short distances in braces, and not be seen in public in his wheelchair. It was not until the stock market crash of 1929 that Roosevelt decided to run for president. He defeated Herbert Hoover in 1932, who was running for a second term with the Republican party, wit h an upbeat attitude, and a promise for change. As for the other three elections he won, they were all landslide victories. FDR had led the U.S. through some very tough times. The stress from The Great Depression, the Pearl Harbor attacks, and World War II took its toll on the President, who was very sick to begin with. He is remembered as a remarkably strong man for everything he was able to shoulder during what was going on in the world during his presidency. Franklin Roosevelt passed away from a massive cerebral hemorrhage on April 12, 1945 while still in office, and Harry Truman became president. FDR is remembered as being a terrific public speaker. He lifted audiences out of their seats, especially with his First Inaugural Address. It was held on March 4, 1933 at the United States Capitol after he had defeated Republican Herbert Hoover in the 1932 election. Following the financial infrastructure collapsing, bank failure, taking families' entire life savings with them and sending the unemployment rate ridiculously high. So, when Roosevelt called for swift and decisive action, the people wereecstatic. His plans to utilize the full power of the U.S. government to put people back to work were the actions people were waiting for; his message that "the only thing we have to fear is fear itself" were just the words America needed to hear. I chose this speech because I believe it showed how incredible of a public speaker FDR was. His energy, attitude, and charm were how he was able to "Wow" audiences that listened to

11 and New York City firefighters post hoc unit support and control climates A context theory of the consequences of involvement in traumatic work

9/11 and New York City firefighters post hoc unit support and control climates A context theory of the consequences of involvement in traumatic work Introduction The research article under consideration for analysis is by Bacharach and Bamberger (2007) titled â€Å"9/11 and New York City firefighters post hoc unit support and control climates: A context theory of the consequences of involvement in traumatic work-related events.† The focus of this paper is on scales’ validity, measurements, anonymity, ambiguity and response sets. The paper will also characterize the DASS survey items and will analyze the sampling used to evaluate the sample strengths and weaknesses and offer recommendations.Advertising We will write a custom essay sample on 9/11 and New York City firefighters post hoc unit support and control climates: A context theory of the consequences of involvement in traumatic work-related events by Bacharach and Bamberger specifically for you for only $16.05 $11/page Learn More Scales Analysis The dependent variables depression, anxiety and stress were based on the DASS scale for meas uring stress and psychological attributes. The scales ranged from 0 to 3 where 0 implied â€Å"did not apply to me at all,† 1 was interpreted as â€Å"applied to some degree or some of the time; 2 implied â€Å"applied to a considerable degree or a good part of the time,† while 3 implied â€Å"applied to the participant very much or most of the time† (Bacharach Bamberger, 2007, p. 851). The independent variables of intensity of critical incident involvement were based on a measurement scale of 0 or 1 for affirmative to the 15 modes of involvement while for the four involving self injury a scale of 2 to 5 was used where 2 represented a minor injury with no requirement of treatment and 5 representing severe injury requiring medical attention and being placed on light duty or leave. The range for post traumatic distress was based on Weiss Marmar (1997) Impact of Event Scale Revised (IES-R) which entailed a scale of 0 to 4 where 0 implied â€Å"not at all,† 1 meant â€Å"a little bit,† 2 implied â€Å"moderately,† 3 for â€Å"quite a bit† and 4 represented â€Å"frequently† (p. 56). The current unit control climate was measured on an input scale of 1 to 7 with 1 representing â€Å"little or no input† and 7 implying â€Å"a great deal of input† (Bacharach Bamberger, 2007, p. 853). The current supervisory support climate was to gauge the frequency of support within a scale of 1 representing not at all, to 4 representing very often. The social desirability bias was controlled and measured using the Balanced Inventory of Desirable Responding (BIDR) scale. Other critical incidents involvements were controlled and assessed using the measurement scale used for critical incident involvement with inclusion of the scale indicating the number of times a participant was involved in a critical incident ranging from 0 (implying zero or no times) to 7 (implying seven or even more times). Face Validity and Measurement analysis The measurement of psychological states such as depression, anxiety and stress has proven to be reliable especially with the use of the DASS 21 scale. The use of the scale to measure depression, anxiety, and stress is face valid (Miller, Cardinal Glick, 1997). The critical incident involvement measure used to test the involvement in a critical incident using the 15 modes scale on the affirmative basis is valid.Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Impact of Event Scale-Revised used to measure the post traumatic distress is limited in validity due to the bias in the scales described as â€Å"a little bit†, â€Å"moderately† and â€Å"quite a bit.† The measure for current unit control climate used to test the level of input of the work is valid although it is limited by the use of survey method with the close correlation of the scale from 2 to 6 levels. The measurement of supervisory climate to test for the frequency of support is valid with the responses clearly outlined. The use of Balanced Inventory of Desirable Responding scale to assess and control for social desirability bias is valid although the scale dates back more than ten years from the research year (Johns, 2006). Anonymity Analysis The current unit control climate requires the input level of the participants in six major decision areas of their employer company while the current supervisory support climate requires information on the frequency of the support of the company to the participants. On a personal level, I would not answer them truthfully since any negative response would create a bad image for the company and may affect my employment with the company. Ambiguity and Response Sets Analysis The current unit control climate measurement scale of the input level of the participants to the six major decisions of the company is ambigu ous because input level is dependent on the organizational structure while the six decisions may not be of high significance for some companies. The four modes scale for measuring the critical incident involvement in terms of the level of physical injury is also ambiguous since only physical injury is relied on while emotional, psychological and other injuries are not assessed. The current unit control climate that makes use of input scale items is open to multiple responses due to the differences in the companies, current position of the participant of the participant in the company, expectations of the participant on how much they are supposed to be involved and the image this item poses for the company.Advertising We will write a custom essay sample on 9/11 and New York City firefighters post hoc unit support and control climates: A context theory of the consequences of involvement in traumatic work-related events by Bacharach and Bamberger specifically for you for only $16.05 $11/page Learn More The current supervisory control climate is also open to several interpretations of support from one participant to another since the interpretation of support may be in terms of counseling services, monetary benefits, leaves and so on with the frequency subject to influences of the expectations of the participants and company policy (Johns, 2006). Classification of DASS Survey Items DASS 21 Statements Depression Anxiety Stress I found it hard to wind down X I was aware of dryness of my mouth X I couldnt seem to experience any positive feeling at all X I experienced breathing difficulty (e.g., excessively rapid breathing, breathlessness in the absence of physical exertion) X I found it difficult to work up the initiative to do things X I tended to over-react to situations X I experienced trembling (e.g., in the hands) X I felt that I was using a lot of nervous energy X I was worried about situations in w hich I might panic and make a fool of myself X I felt that I had nothing to look forward to X I found myself getting agitated X I found it difficult to relax X I felt down-hearted and blue X I was intolerant of anything that kept me from getting on with what I was doing X I felt I was close to panic X I was unable to become enthusiastic about anything X I felt I wasnt worth much as a person X I felt that I was rather touchy X I was aware of the action of my heart in the absence of physical exertion (e.g., sense of heart rate increase, heart missing a beat) X I felt scared without any good reason X I felt that life was meaningless X Sampling analysis The sample used in the analysis included those participants who specified the company they worked for as well as their gender narrowing down the sample to include those 101 companies that had at least five respondents. The final sample was of n= 1,110 with age ranging between 21 and 60 years and a mean age of 33 years. The sample was not conclusive based on gender differences, while the issue of company specification limited the scope (Johns, 2006). The researchers used probabilistic sampling techniques namely random sampling and stratified random sampling which ensured the generalizability of the findings to similar companies. Conclusion The research article under consideration provides relevant scales for the variables under consideration but is faced with the limitations of response ambiguity due to the length of duration between the occurrence of the critical incident and the research which also limits the validity. Anonymity of the respondents was limited while the sample though limited to fit the research relevance does not conclusively cover gender aspects. Reference List Bacharach, S., Bamberger, P. (2007). 9/11 and New York City firefighters post hoc unit support and control climates: A context theory of the consequences of involvement in traumatic work -related events. The Academy of Management Journal, 50(4), 849-868. Johns, G. (2006). The essential impact of context on organizational behavior. Academy of Management Review, 31, 396–408. Miller, C., Cardinal, B., Glick, H. (1997). Retrospective reports in organizational research: A reexamination of recent evidence. Academy of Management Journal, 40, 189–204.Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More Weiss, D., Marmar, C. (1997). The Impact of Event Scale-Revised. New York: Guildford.

Aristotle and Modes of Persuasion Essay Example | Topics and Well Written Essays - 2000 words

Aristotle and Modes of Persuasion - Essay Example This essay takes an inauguration speech of USC President C.L. Max Nikias, in which he was attempting to convince his audience that it is time for some sweeping change in direction at the university in just about every facet of its operation, and analyses it using Aristotle's modes of persuasion. It was Aristotle who first identified ethos, pathos and logos. Ethos sounds like ethics and can be thought of as the ethics or character of the person speaking. â€Å"Aristotle says that if we believe that a speaker has ‘good sense, good moral character, and goodwill,’ we are inclined to believe what that speaker says to us†. Since it is almost impossible for us to know people to the same degree as they might have way back then, we tend to depend on the speaker’s credentials – their professional associations, the work that they’ve done, any awards they’ve received. Pathos sounds a little bit like passion and refers to an appeal to the audienceâ €™s emotions. What Aristotle recognized was that people are often moved more by their emotions than they are by their reason. â€Å"Appeals to the emotions and passions are a very effective rhetorical technique, and very common in our society. Many advertisements for consumer goods aim at making us insecure about our attractiveness or social acceptability, and then offer a remedy for this feeling in the form of a product†. Some of the most common emotions that are appealed to are anger, fear and pity because these emotions move people most. Logos sounds like logic and that is what is intended. Logical reasoning means making an argument based on rational thought. An example might be â€Å"if A + B = C and D + B = C then A and D are the same.† Although it might be possible to prove this statement is true mathematically, it is not always the case that logical reasoning is undeniably true. â€Å"Rhetorical arguments are often based on probabilities rather than certain truth †¦ Persuasion, to a large extent, involves convincing people to accept our assumptions as probably true. Similarly, exposing questionable assumptions in someone else’s argument is an effective means for preparing the audience to accept your own contrary position† (Edlund, 2003). While these three elements of a persuasive argument can be pulled out and discussed individually, in reality, they tend to function together. Within his speech to the students, Dr. Nikias combines all of these elements together in his attempt to convince his audience that he is about to lead this

History Coursework Example | Topics and Well Written Essays - 2500 words

History - Coursework Example Slaves were assigned a first name only, and after Reconstruction, many of them took on new names, as did Lewis Evans, who said â€Å"the white folks gave me a new name†. America missed the opportunity to create a multiracial society. First, Lincoln missed that chance by legitimizing pro-Union governments in the South that only allowed white men to vote. After Lincoln was assassinated, the new President, Andrew Johnson, took power. He was extremely racist, saying â€Å"Damn the negroes† (textbook, 474). As someone with a class chip on his shoulder, Johnson quickly returned the southern states to the Union, allowing them to enforce Black Codes of law that kept African Americans without property, and with very few legal rights. The former slave narratives include the story of Henry â€Å"Happy Day† Green, Sarah Gray, Lewis Evans and Measy Hudson. Henry Green reports that he voted. The right to vote was an important symbol of freedom. Sarah Gray’s voice did no t come through in the interview, perhaps because of the interviewer, Minnie Ross’s, condescending attitude: â€Å" [it gave] her as much pleasure as a child playing with a favorite toy†. All that Miss Ross seems to have found out is that Sarah Gray thought she was well-treated in slavery. Lewis Evans speaks of his house, and garden lot, his own land on which he raises a garden and chickens. This is important because along with his small pension, it provides his livelihood. Measy Hudson describes working as a laundress, being married and voting twice, all important parts of freedom. I think the slaves’ narratives are accurate when their actual words are faithfully recorded, because they were there, and experienced these events first-hand. ELECTIONS OF 1912 Roosevelt espoused Progressivism, which believed in reducing the power of giant trusts(corporations). Progressivism wanted to remove the influence of special interest groups to form a â€Å"pure democracy† where people had a more direct voice in the central government. He proposed to limit the power of the judicial system by allowing a popular vote or referendum to overturn court decisions. Wilson, a Democrat, espoused antitrust measures and state regulations to control the powers of giant trusts. He also espoused small government. Taft, the incumbent Republican President, espoused the protection of the judicial system from popular votes intended to overturn rulings. He believed that checks and balances were written into the constitution to prevent mass hysteria in governance. Taft believed in protection of the environment and safety standards for mines and railroads, as well as an 8-hour workday, all of which he put in place while president. Eugene V. Debs espoused the organization of workers into unions. He ran on the Socialist Party ticket and was one of the founding members of the International Labor Union. The outcome of the election, with Roosevelt’s victory, says that Americans wanted to have a more direct influence on their national government, and that many of them were in favor of the various reform movements of the time. WORLD WAR 1 PROPAGANDA The U.S. Food Administration sent the message in its propaganda posters to conserve food, especially meat. A poster for navy recruiting week listed the dates to attend. The president lent his image to say conserve food, as well as to say that we must conquer the enemy, and stay united in the war effort. The Armenian and Syrian Relief Campaign’

POL2000 AMERICAN GOVERNMENT WK 5 ASSIGNMENT Coursework

POL2000 AMERICAN GOVERNMENT WK 5 ASSIGNMENT - Coursework Example 214). Elections that take place halfway between head of state elections are referred to as midterm elections. These elections, for instance, the ones that took place in 2006 and 2010, select 1/3 of the United States governing body, every House of Representative affiliate, various governors, additional nationwide officeholder’s, as well as state representatives by ballot. Countless local selections for affiliates of the city council and mayors take place in the spring of years that are odd-numbered. Registration, turnout, and mobilization affect a rise in voting. Registration is a legal requirement for voter registration that came about arose because of a rejoinder to concerns concerning voting abuses; however, it also puts voting off. Voter registration prerequisite substantially have an effect on voting rates (Magleby, Light, & Nemacheck, 2011, pp. 224-225). Turnout is the voting-age public percentage that cast their ballots. Turnout is higher within general elections compared to primary selections and higher within primary elections compared to special elections. Turnout is also higher within presidential universal elections compared to midterm universal elections, and sky-scraping in presidential principal elections compared to midterm primary elections. Voter turnout is moreover higher in elections within which federal office aspirants are on the opinion poll than in national voting in years when no centralized contests exist (Magleby, Light, & Nemacheck, 2011, pp. 226). Mobilization is another circumstance that affects an increase in voting because in a country as uniformly divided in politics as the USA is currently, candidates ought to also marshal their most dedicated followers, or their â€Å"base†. This reaffirms their sustenance for concerns or groups that are important to the base. The communication volume within competitive elections and battlefield states in current elections has been astonishing (Magleby, Light, &

Repressive And Ideological State Apparatus Cultural Studies Essay

Repressive And Ideological State Apparatus Cultural Studies Essay Althusser (xxxx) points out that, to assure its existence and continuity, every (industrialized) social formation must reproduce the conditions of its production at the same time as it produces. Therefore, societies must be able to reproduce and maintain their productive forces as well as the exiting relations of production. He makes clear that, in order for these processes to be successful, capitalist societies put into operation (repressive) state and ideological state apparatuses. On the one hand, departing from stringent Marxist ideas, Althusser states that the repressive state apparatus is embodied by the prison , the courts, the police, the army, etc. which ensure the domination of the bourgeois capitalist society over the working classes by securing the political conditions of the reproduction of relations of production so the latter is subjected capitalist exploitation. This apparatus function mainly by violence, which not necessarily always take physical form. In other words, force is used to obtain compliance in the society (Francis, 1995). However, a distinction is made between state apparatus and state power, being the latter related to the objective of the class struggle while the former is the concerned repressive actions and may survive circumstances affecting the tenure of the state power. On the other hand, ideological state apparatuses (ISAs) refer to a body of specialized institutions including the church, the educational, the family, etc. the communications which function predominantly by ideology, and secondarily, by repression since school and church often apply mechanisms of repression such as punishment, expulsion, selection, etc. According to Althusser, ideology functions or acts by recruiting and transforming every single individual into subjects in a process is called interpellation. At the same time, ideology allows mutual recognition among subjects and, eventually, the subjects recognition of himself, which assures that the subject freely recognizes and accepts his own subjection to a meaningful, natural and commonsensical way of viewing the world. McLaren states that ideology can be described as the intersection of meaning and power in the social world where rituals, social practices, values and beliefs are seen as common sense. Extending this idea he adds that: (Ideology) produce(s) in the individuals distorted conceptions of their place in the sociocultural order and thereby serve to reconcile them to that place and to disguise the inequitable relations of power and privilege. In spite of their differences, the unity of the ISAs is secured as long as they work under the principles of the ruling ideology as the ruling class has the power of the (repressive) state apparatus so it is acceptable that this same ruling class is active on that Ideological State apparatuses insofar as it is ultimately the ruling ideology which is realized. As long as the (repressive) state apparatus is unified under the leadership of representatives of the classes in power the ISAs are relatively autonomous and provide a buffer zone to mitigate the clash between capitalist and proletarian classes. Therefore, the (repressive) state apparatus provides a shield for ISAs, which concentrate the ruling ideology, to largely secure the reproduction specifically of the relation of production. The Educational State Apparatus Althusser special attention to Educational state apparatus and puts forward the idea of school as the dominant ISA due to its paramount role in the reproduction of the relations of production. This apparatus has been installed by the bourgeoisie, the author explains, to replace the previously predominant ISA: the church the reason for this is that school has replaced church in its functions. He states that the power of this ISA resides on that no other ISA has the obligatory function of leading the children at their most vulnerable age, squeezed between family and school, into the capitalist social formation during such long periods of time weekly. It is by transmitting the skills and knowledge necessary for workers to adjust to their role in capitalist mode of production (Francis, 1995) and producing marketable knowledge (Phillipson, xxxx) that the relation between exploiter and exploited is intensively reproduced. School appears as a neutral environment where parents can endeavor their children to free and conscious teachers for them to lead students along a path of liberating virtues. In other words, school fulfills three basic functions in capitalist societies: economic-reproductive, ideological (inoculation of values, attitudes and beliefs) and repressive (the imposition of sanctions for not accede the demands of the school) (Phillipson, xxxx). Hegemony Antonio Gramsci (as cited in Stillo, 1999) develops the concept of hegemony departing from the Marxist concepts of base/superstructure, economic determination and class struggle. However, he considers these ideas as overly deterministic and focuses on the superstructural institutions where political and ideological institutions as well as the hopes, dreams and culture of a society can be found, i.e. ,as McLaren (2003) states, hegemony could not do its work without the support of ideology. Gramsci states that the supremacy of the bourgeoisie is based on two equally important concepts, these being the economic domination and intellectual and moral leadership. He claims that class struggle must always involve ideas and ideologies, which would make the revolution or prevent it. Furthermore, Stillo (1999) states the Gramsci recognizes the importance of the human agency since economic crises by themselves would not subvert capitalism and builds up a more dialectic than deterministic theory stressing the autonomy, independence and importance of culture and ideology. Stillo (1999), on referring to Gramcis theory discuss that the concept of hegemony as a process where the ruling class persuades subordinated classes to accept its moral, political and cultural values. Hegemony, in this sense, can be understood as a set of ideas by means of which dominant groups strive to secure the consent of the subordinated groups to their leadership. In other words, hegemony is a struggle in which the dominant win the consent of the oppressed, with the oppressed unknowingly participating in their own oppression (McLaren, 2003). However, consent in not always achieved peacefully and may combine coercion with intellectual, moral and cultural inducement In other words, social control be sustained in two ways: coercive and consensual. While the latter is exercised by direct force and threat, the latter arises when the individuals voluntarily assimilate the worldview of the dominant group. Dominant groups will provide the symbols, representation and social practices i n such a way that the unequal relations of power remain hidden (McLaren, 2003). Thus, the oppressed Furthermore, hegemony must be constantly renewed, re-negotiated and can never be taken for granted. In fact, during revolutionary scenarios, the function of the hegemonic does not disappear but changes its character (Stillo, 1999). In this fashion, hegemony goes beyond culture and ideology. Culture represents the way in which men and women define and shape their lives, while ideology is a system of values and meanings projects a particular class interest, thus the form in which consciousness is at once expressed and controlled (Stillo, 1999). Strinaty, 1995: 168-169) holds that Hegemony operates culturally and ideologically through state ideological apparatuses which characterizes capitalist societies and that these institutions namely the church, the family, the school, popular culture, etc. are determinant in the construction of our beliefs, identity, opinions under the rule of a dominant common sense. In other words, hegemony is entirely related to the issues of ideology and is itself ideology that has been institutionalized and legalized by ruling classes (Cheng Hsiao, 2001). English Language and cultural hegemony. As described above, the dominant culture is able to exercise its domination through over the subordinates classes or groups through hegemony (McLaren, 2003). That is, a struggle in which the dominant classes win the consent of those oppressed with the latter unknowingly participating in its own oppression. Here dominant culture refers to a set of practices, ideologies, and values that asserts the interests and concerns of the social class in control of the material and symbolic wealth of society. McLaren (2003), states that dominant cultural forms are referred as those symbols and social practices that express the dominant cultures way of shaping their lives and make sense of the world. Cultural forms include music, clothes, food, religion and education as well as television, films and video. Extending this idea, he suggests that it seems central to link the concept of dominant culture and its cultural forms with wider structural scope: Cultural forms dont exist apart from sets of structural underpinnings which are related to the means of economic production, the mobilization of desire, the construction of social values, asymmetries of power/ knowledge, configuration of ideologies, and relations of class, race and gender In this view, language becomes a key element for the transmission of the dominant culture, and its correspondent cultural forms, to the subordinated classes. The learning of English unavoidably brings with it an invasion of Western Culture (Qiang Wolff, 2004) as well as fosters western countries cultural, economic and political domination that goes hand-in-hand with the language that encodes the cultural practices that it helps to sustain. Reinforcing this idea, Whorf (1986) states that the structure of language directly influences how speakers will understand and organize the world around them and contributes enormously to the formation of personal and cultural meanings and identity. But for these aspects to remain hidden, English language needs to be divorced from cultural and social matters and be presented as non-political, divorced from wider social, educational and cultural issues (Phillipson, xxxx). This makes of English a marketable, standard product focused on technical and pedagogical aspects, which allows cultural hegemonic matters without scrutiny. Another aspect that contributes to the hegemony of the dominant culture is the intimate relationship between English Language and economic prosperity. Gaffey (xxxx) suggests that the success of English worldwide relies on that learning the language is believed to help people to achieve a better quality of life and on the dogmatic idea of English as concrete solution for the economic disadvantage. English also promotes the entrance to a culturally modern western-like world, which enhances the ideological incorporation intensively and extensively. Furthermore Pennycook (xxxx) explains that: teaching [and learning] English as a second or foreign language is not only good business, in terms of the production of teaching materials of all kinds à ¢Ã¢â€š ¬Ã‚ ¦ but also it is good politics. (p. 63). Given the connections à ¢Ã¢â€š ¬Ã‚ ¦ between English and the export of certain forms of culture and knowledge, and between English and the maintenance of social, economic and political à ©lites, it is evident that the promotion of English around the world may bring very real economic and political advantages to the promoters of that spread. (p. 22) Extending this idea, Moffat (2004) suggests that the link that exist between English and economic prosperity is a prove of how the economic power of the centre is transferred to English Language. Furthermore, she asserts that when non-English speakers realize about the economic benefits of speaking English, such us higher paid jobs, they are induced to accept the language as a possibility of better life. In this sense, the learning of English appears to be as commonsensical and as the natural state of affairs and, even more important, the interest of a whole nation rather than a personal choice reflecting specific interests (Gaffey, xxxx) Hence, English language becomes the vehicle that allows the dominant culture to become hegemonic since dominated classes voluntarily accept not only the language, but the dominant culture which the language brings with it through the operation non-coercive forces in view of becoming part of prosper, modern world. English Linguistic Hegemony. As stated above, ideology is a constituent element of hegemony and latter cannot function without the former. A comprehensive definition of linguistic hegemony is offered by Wiley (2000): Linguistic hegemony is achieved when dominant groups create a consensus by convincing others to accept their language norms and usage as standard or paradigmatic. Hegemony is ensured when they can convince those who fail to meet those standards to view the failure as being result of the inadequacy of their own language. Ideological structures supported by the dominated are vital for the operation of hegemony. Thus, non-coercive forces are to be present in the process of internalization of the dominant group ideas by the dominated and legitimated through the Ideological states apparatuses. Suarez (2002) Linguistic hegemony is asserted and legitimated when the dominant language is promoted as a way of getting social, cultural or economic benefits out of its use. For example, Gaffey (xxxx) suggests that the success of English worldwide relies on that the sole act of learning the language is believed to help people to achieve a better quality of life and on the dogmatic idea of English as concrete solution for the economic disadvantage. These ideas are enthusiastically supported by the benefits that monolingual communication may bring about due to the link that exist between communication and financial success. At the same time, English promotes the entrance to a culturally modern western-like world, which enhances the ideological incorporation intensively and extensively through pop-music, films, television and magazines. Extending this idea, Moffat (2004) suggests that the link that exist between English and economic prosperity is a prove of how the economic power of th e centre is transferred to English Language A theory that reinforces the hegemonic conception of English is Bourdieu à ¢Ã¢â€š ¬Ã‚ ¦.. Pennycook (1994) draws from Ndebele (1987) to support this view that English produces and reproduces à ©lites who consistently profit from knowing that language: teaching [and learning] English as a second or foreign language is not only good business, in terms of the production of teaching materials of all kinds à ¢Ã¢â€š ¬Ã‚ ¦ but also it is good politics. (p. 63). Given the connections à ¢Ã¢â€š ¬Ã‚ ¦ between English and the export of certain forms of culture and knowledge, and between English and the maintenance of social, economic and political à ©lites, it is evident that the promotion of English around the world may bring very real economic and political advantages to the promoters of that spread. (p. 22) These à ©lites are mostly people for whom English is the first language. However, a large number of non-native English speakers are convinced that by learning English they will enter the inner circle of those with very real economic and political advantages. ( no iria) ELT Ideology (also include something from Trojan horse article) However, although ELT ideology relies on its benefits, there are corresponding inferred threats that negative consequences will result from a failure to convert to the dominant (ELT) ideology, which are used to enhance the desire for learning the language (Gaffey, xxxx). For example, negative minority languages might be associated to poverty and conflict, which might be interpreted as disadvantages in accessing educational and economic resources. Furthermore, it may argued that success of ELT ideology, also remains in the asymmetrical relationship that exist between the centre and periphery regarding authority in the production of ELT material and immaterial resources. The former being books, teaching positions, etc. while the latter includes ideas, teaching principles and pedagogy that the periphery should seek as the norm imparted by universities and experts of the centre (Phillipson, xxxx). This unidirectional flow of information, which eventually poses English as dominant a language, is legitimized by anglocentricity and professionalism. Anglocentricity refers to the representation and functions of English, i.e. where English can lead people to. Professionalism includes the whole body of techniques, methods and procedures, which are constantly renewed to maintain the periphery in a dependant situation. In other words, ELT professionalism and anglocentricity discourse disconnects culture from structure by presenting ELT as neutral and non-political, thus becoming a marketable, standard product worldwide focused on a technical approach to ELT, divorced from wider educational issues (Phillipson, xxxx). This narrows ELT spectrum to procedural and pedagogical matters, but leaves aside social, cultural and political issues (Phillipson, xxxx), which allows ideological matters without scrutiny. ELT Hegemony (anda a finding the path y dejate de joder) As discussed above, the concepts of ideology and hegemony and close intertwined, being latter a constituent part of the former. Phillipson (xxxx) states that ELT hegemony can be understood as: referring to the implicit and explicit values associated, beliefs, purposes, and activities which characterize ELT profession and which contribute to the maintenance of English as a dominant language Williams (as cited in Phillipson, xxxx) also suggests that this term is more useful than ideology since the hegemonic ideas associated with ELT are just not a deliberate manipulation but a more sophisticated and complex set of personal and institutional norms and experienced meanings and values. Phillipson (xxxx) proposes that these concepts are part of the base as well as the superstructure since they arise from an economic conception of ELT based on institutions, publishing houses, project funds, and ultimately the mode of production which these are an outcome of, and from the consciousness of the ELT profession which are intellectual manifestations evolving from dialectic interaction with the economic base. Furthermore, Tsuda (2008) claims English Language Learning hegemonic position is also reflected in the threats that ELT represents to other languages causing differences between those who speak the language and those who not, the former having more resources and power than the later who is usually discriminated. In this sense, the learning of English appears to be as commonsensical and as the natural state of affairs and, even more important, the interest of a whole nation rather than a personal choice reflecting specific interests. ESL Teachers and textbooks Tengo que escribir sobre los teachers y los textbooks. Garigner (lo que respecta a los concejos que da para elegir libros), + book + giroux. Es decir, tengo que explicar cual es la funcià ³n del teacher en la relacià ³n con el libro. ELT materials Here I will comment on the publishing houses. Tengo que decir que los libros son esenciales para la reproduccià ³n de las condiciones de produccià ³n asà ­ como para la diseminacià ³n y ejercicio de la hegemonà ­a del centro. Tambià ©n contenido ideolà ³gico en imà ¡genes. Tambien hacer diferencia entre ideologà ­a y hegemonà ­a. Despuà ©s de todo estas estudiando hegemonà ­a en estos contextos. Influence, power and control are all legitimate and complementary interpretations of what hegemony means and how it plays itself out in our lives. While ideology is the direction in which these are orientated. State and ELT in Capitalist Societies. (agregar lo de Penny cook CDA acritical introduction social and cultural reproduction in schooling) As discussed above, state plays a decisive role in reproduction of relations of production of Capitalist societies in which schools are to impart education that contributes the continuation of the modes of production by generating and distributing knowledge which is useful and marketable Phillipson (xxxx). In fact, it is the state the one which ensures the reproduction of knowledge and skills reproduced in schools. Therefore, being ELT organized by the state it turns to be relatively simple to scrutinize how ELT serves the three main functions of education: economic-reproductive, ideological and repressive. The economic-reproductive function of ELT education is based on that English Language qualifies people to build up a nation and provides people with the tools to operate the technology the English provides access to, and which the state has decided to embrace. Hence, ELT brings a nation the possibility of becoming part of the globalization process, thus obtaining profits coming from the participation on trade, business and technology. In fact, Phillipson states that this is what language skills, such as those specified in syllabuses, are to be used for. ELT ideological function within schools since, as Phillipson (xxxx) proposes, English is to bring modern ideas and to be a channel for interpersonal, social and cultural values and a getaway for communications, better education, and so a higher standard of living and better understanding. Language is critical in defining individual identity, culture and community membership (Phaahla, 2006) so the learning of English also contributes to the formation of particular cultural meanings thus helping to the dissemination of western ideologies making us blind to structural realities (Phillipson, xxxx). The repressive function of English at school is performed when students are not allowed to apply their own language, thus limiting their communication within the classroom only to the target language. The repressive effect is more profound when English is applied for Education in subject rather than the language itself (Phillipson, xxxx)

Ear Disorder Essay -- Health, Impairments

Ask Mr Sylvester about his hearing and does he have any ringing in the ears, if this is the case we can refer Mr Sylvester to the Doctor's for ear testing. Scott,K,. Webb,M,. Sorrentino,S,. Gorek,B,(2007). Ear disorders can disrupt hearing and balance. Temporary hearing loss can be from a build up of wax (cerumen) blocking the ear canal, hearing will improve instantly once the wax has been removed and this can be do by doctor or registered nurse whomever you feel more comfortable with, retrieved from journal on Hearing loss (2011). A person may not even notice that they have a hearing problem as this can occur gradually, others may notice the difference first, by seeing changes in the person's behaviours, such as leaning forward to hear, asking question to be repeated, cupping ears for better hearing. Hearing is one of our main sensory's and a loss of hearing can affect one's mental health and emotions, hearing loss especially in the elderly, tends to lead to social isolation, depression and withdrawal from daily living stated by Bance (2007). Hearing loss may affect your quality of life and presents a safety concern. Age-related hearing loss is not life-threatening as written by Hua ng (2007). Hearing issue, symptoms of hearing loss are speaking: too loudly, leaning forward to hear, turning and cupping the better ear to hear, answering questions inappropriately or asking for words to be repeated. Do not assume or pretend that you understand what someone is saying. Scott,K,. Webb,M,. Sorrentino,S,. Gorek,B, (2007). Build a trusting relationship with the patient, introduce yourself to Mr Sylvester and ask him how he wishes to be addressed. Explain your role, Be honest with all your interactions wit... ... Any form of clutter in the home environment needs to be removed and stored properly, elderly people can easily trip over rugs and mats, these can easily be removed or tacked down for safety, they must be in good condition and not frayed or in disarray. House needs very good lighting and handrails for stairs, or ramps preferably. Environmental factors may need to be adapted for safety. Fire hazards such as papers, books should not be kept in the kitchen near stoves or any electrical applicant this was explained in Crisp and Taylor, (2005). Most injuries occurred with older people are, falls and burns this is due to Advanced aging and the physiological changes in vision, hearing, mobility, reflexes, circulation and the ability to react quickly. In the words of VISION 2020, â€Å"the right to sight has no age limit† Chu & Kaldenberg & Huefner,(2009).