History of State and Federal Prisons Essay

State and Federal Prison History The basic history for both state and federal prisons are the same, they were both created to incarcerate criminals that were sentenced for a minimum of thirteen months and a maximum of life. However, state prisons are ran by that state government and are usually for those who are considered â€Å"Blue-collar criminals†. Federal prisons are ran by the U.S government and are for those considered â€Å"White-collar criminals†. Both types of prisons have the same levels of security that can range from minimum to maximum. State Prisons State prisons are controlled by state governments and incarcerate â€Å"blue-collar criminals†. A blue-collar crime is any crime committed by someone of lower class. This comes from the term â€Å"blue-collar worker†. Blue-collar workers are primarily paid a lower wage and are mostly middle class people and lower. Blue-collar criminals primarily commit crimes that are of a personal nature (such as robbery). Federal Prison If a criminal is committed of tax fraud then they will most likely end up in a federal prison. Federal Prisons are run by the national government and primarily house those known as â€Å"white-collar criminals†. A while-collar criminal is a person who commits what is known as a white-collar crime such as Income tax evasion. The term white-collar criminal is related to the term â€Å"white-collar worker†, who are mostly those who receive higher wages and are part of the upper-middle class to the higher class range.

Facebook, Hypermediacy, Performance and Interaction Essay

While always being a concept extremely difficult to coherently and comprehensively define or describe, identity becomes increasingly elusive in our postmodern era, especially since the advent of the Internet and the wide range of possibilities created by this vast informational network. In our â€Å"global village†, a new form of identity must be added to the previous taxonomies (Giddens Anthony). One in which relativity and fluidity have become significantly more essential, in order to understand and describe it then was the case with its predecessors. This is what is usually called online or digital identity. This concept is strongly connected with that of online or virtual communities, â€Å"spaces† of social interaction in which the concept of â€Å"mediation† plays a central role. Even though, as Giddens states, â€Å"Virtually all human experience is mediated – through socialization and in particular the acquisition of language† not until the advent of the informational era did mediation play such an important role in human communication (Giddens, 23). As McLuhan clearly states: â€Å"The medium is the message†, one of the essential features in understanding the concept of online identity (McLuhan Marshall, 7). Various forms such an identity takes in the context of a specific online community, a social network called Facebook, are analyzed in this essay. Though there are detectable negative sociological implications to Facebook concerning privacy and online identity, (DON’T ANNOUNCE LIKE THIS. STATE YOUR THESIS, NOT THAT YOU WILL IDENTIFY SOMETHING BUT EXACTLY WHAT YOU WANT TO PROVE the research here will identify ) the online network isIS largely sociologically beneficial by providing a positive forum for social planning, community organization and general communication. OTHERWISE, THE THESIS LOO9KS GOOD, JUST STICK TO THE PLAN IN IT Facebook’s initial model revolved primarily around the â€Å"courtship† of those directly affiliated with universities. Facebook was launched on â€Å"February 4, 2004 and until September 11, 2006,† it was comprised entirely of individuals with active university email addresses, with high schools and corporations soon being added to the mix (Wikipedia). Today, Facebook is a network accessible to anybody with a valid email address. However, Facebook’s operational premise requires people to display certain details regarding themselves that will allow them to be located by friends. Certainly, an increasingly valid use of Facebook has been its role in reconnecting lapsed friendships or acquaintances. Therefore, DON’T USE ‘WE’ UNLESS YOU ARE A TEAM OF SCIENTISTS. a s our discussion turns into AND YOU ARE ANNOUNCING AGAIN ) IN THE recognition of the identity management issues related to this legal and valid self-presentation will related directly to , user preferences will be a relevant factorpreferences. Therefore, much of the theoretical conceptualization here will revolve on this understanding that in spite of opportunities for elastic identity management, this network remains, at least for the time being, a â€Å"space† in which online and legal identities are connected (Giddens). This feature will bring about very interesting issues concerning the form and nature of the online identity exhibited on Facebook. Particular issues are those concerning the choices which individuals are able to make in the Facebook context which help to formulate identity in ways which may differ in the purpose and functionality from identity strategies in traditional social spheres. This points to some of the main differences between traditional and online identity, with the latter creating certain freedoms from physicality. One can choose or bypass certain visual images, can report or leave out certain biographical facts and can generally craft an identity which is less dependent on day to day interactions. VAGUE. WHAT ARE THESE ISSUES? , AND WHAT EXACTLY IS THE FORM AND NATURE OF THE ONLINE IDENTIY? STATE IT HERE. Another factor of determinant importance in understanding the sociological impact of Facebook is its representation of McLuhan’sS EXPLAIN WHO HE WAS â€Å"global village. † Marshall McLuhan is one of the preeminent theorists in communication and media studies, and through the 1950s and 1960s, would command a great deal of foresight in identifying the behaviors of future media systems. In his global village theory, McLuhan envisioned, a space in which the magnitude of globalization and especially its protean forms of cultural exchange couldan be experienced on a personalized level. Since Facebook has been traditionally grounded within university-based networks, many of these already possessing defined international profiles, one can now begin to experience on a virtual level the powerful dynamics of globalization as they have been implicated by technological transition. Individuals create personal networks of contacts which reflect and, sometimes, even expand the international environment in which they pursued their studies. (Ellison, 1143)SOURCE? Before going further in the analysis of the concept of identity on Facebook, one should analyze the notion of profile, YOUR OUTLINE REFERS TO ‘OBJECTS’. CLARIFY THAT THERE IS A CONNECTION BETWEEN PROFILE AND OBJECT – OR AM I WRONG IN ASSUMING THERE IS ONE the online representation of the individual. Firstly, one should take into account the distinction within Facebook’s grammar lingo, which provides a distinction DO YOU MEAN ‘LEXIS’? between â€Å"objects and actions†(Giddens, 47). WHO IS THIS? Social theoriest Anthony Giddens here provides the concept which is fully executed by Facebook, in which the identity which one formulates produces a virtual object through which various interactive actions may be executed. The basic object is the profile itself, from which a tree-like structure of other objects, ranging from the â€Å"wall† to pictures, videos, the so-called applications, or plain text, emerges. Therefore, Facebook can be seen as a container of various media, organized within a profile which represents the individual, the â€Å"real† person â€Å"hidden† behind the screen. The profile can be considered a â€Å"virtual body representation of the individual† SOURCE? a representation connected with other profiles, images of other individuals, joined together in various associative networks. (Giddens, 48) The focus is mainly on the tree-like organized strata of media which separates individuals connected on Facebook because it is essential to stress on both the distance and closure between individuals which is created in such instances of communication, the much-discussed (within the context of globalization) â€Å"new spatial logic [†¦ ] the spontaneous dispersion and concentration via information technologies. †(Castells Manuel, 419). In other words, at first one has to notice the separation of the concepts of â€Å"space† and â€Å"place. † in (our CUT THIS) contemporary understanding of THE social landscape. People from various locations can interact on Facebook almost simultaneously. This might be considered as bringing them closer regardless of the physical distance existing between them. Yet, one must always remember to take into consideration also the very â€Å"substance† of the profile: a collage of media, an extension into post-modernity of what Giddens calls one of the â€Å"two basic features of mediated experience in conditions of modernity [†¦ ] the collage effect. † (Giddens 26). In other words, the identity presented by individuals to one another can be considered a highly subjective â€Å"work of art†, creating sometimes large discrepancies between self-identity and the online identity perceived by others. Therefore, in contrast with the disclosure effect WHAT DO YOU MEAN BY ‘CLOSURE EFFECT’? , there is also a distancing effect created by Facebook, an effect which is more elusive mainly because the information is so intensely mediated. The second category ACTUALLY IN YOUR OUTLINE, YOU PUT ACTIONS BEFORE OBJECTS. CHANGE EITHER THE OUTLINE OR THE PARAGRAPH ORDER is that of actions the individual can perform in this virtual environment. First, one â€Å"joins† Facebook, edits his/hers profile, then starts joining various networks or groups, adds friends and so on. An important feature here is closely connected with the object called â€Å"wall† addressed in the previous paragraph and with the action of â€Å"writing† messages on other people’s walls. The distinction between writing on someone’s wall and sending a message is that while the message remains private, visible only to the recipient, the message on the walls is visible to everyone connected to the wall’s â€Å"owner†. It might be considered one of the â€Å"external† features of the exhibited individual. In this way, a metaphorical image of the kind of identity created by Facebook closely resembles the image of the self from Pink Floyd’s conceptual album â€Å"The Wall† – hidden behind a wall. SOURCE? Furthermore, this notion of concealment is transparent also in another action one can perform on Facebook, that of hiding one’s ONE’S very actions, in other words, translating them into the private sphere. In fact, one’s actions are â€Å"published† in a so-called â€Å"News Feed†, a virtual â€Å"newspaper† available to all one’s friends. SOURCE? (Facebook. com, 1) This inclines consideration of the words of the legendary conceptual artist, Andy Warhol. â€Å"’in the future,’ Warhol said, ‘everyone will be world-famous for 15 minutes. ’ (Murphy, 1) Today, Andy Warhol, anthe American artist and a central figure in the movement known as Pop art might say, one can become famous on Facebook for far more then 15 minutes. SOURCE? However, as stated before, one can also hide one’s ONE’S actions and can decide not to allow them to be â€Å"published† in the friends’ News Feed. Another important type of actions one can perform on Facebook are the interactive actions. An almost constant and incessant exchange between individuals exists through their profile environment. People are writing on one another’s walls, sending messages, adding comments, sending gifts, comparing themselves with the others through various applications, playing games, virtually being able to perform any action to one another (with the textual Super-Poke, one can â€Å"order someone to write an essay about Facebook† for instance). GOOD EXAMPLE This aspect will be important later on when the essential role ‘the other’ has in creating someone’s identity on Facebook After these initial considerations about the structure and organization of Facebook, it is important, before pursuing further, to turn again to Giddens’ ideas about the nature of identity in the modern era, ideas which can easily be extended to our post-modern context. Giddens considers the self as â€Å"a reflexive project†, which â€Å"is continuous, as well as all-pervasive. † In other words, self-identity becomes a construct, a personal narrative which tries to bring order and meaning from the multiplicity of individual traits and experiences. As he states: A person’s identity is not to be found in behavior, nor – important though it is – in the reactions of others, but in the capacity to keep a particular narrative going. The individual’s biography, if she is to maintain regular interaction with others in the day-to-day world, cannot be wholly fictive. It must continually integrate events which occur in the external world, and sort them into the on-going ‘story’ about the self. (Giddens, 75) From the previous observations regarding the construction of Facebook, one could easily understand why the â€Å"profile† can be considered a narrative, a â€Å"text† through which the individual reflexively creates an identity-image which he/she exhibits in this network. One could apply here the terminology of Arjun Appadurai, one of the founding editors, along with Carol A. Breckenridge, of the journal Public Culture and also the founding Director of the Chicago Humanities Institute at the University of Chicago, GOOD DETAILS ABOUT THE AUTHOR and call the Facebook profile a â€Å"mediascape†. Appadurai defines mediascapes as â€Å"image-centered, narrative-based accounts of strips of reality†, and further on he states that â€Å"what they offer to those who experience and transform them is a series of elements (such as character, plots, and textual forms) out of which scripts can be formed of imagined lives, their own as well as those of others living in other places. † COMMENT ON THIS QUOTE This points to the distinction between online and traditional identity formulation, with the online variation shown to be more directly susceptible to this careful and intentional scripting. The relationship of Facebook to its origins as university community networking site is apparent in one of the distinct values of its usage. There is an indicationIn its early stages, VAGUE. WHAT KIND OF INDICATION? DO YOU MEAN A SURVEY? OR RESEARH? that there are many students who hadve naturally adopted Facebook as a meeting, socializing or communicating forum which unofficially affiliates with the campus community. Therefore Facebook serves in its individual network contexts to give students the capacity to establish their own networking capabilities simultaneously connected to the physical and cultural community comprised by the campus or school itself and yet fully independent and unofficial from the university’s standpoint. This can serve to be a very constructive way for students to relate and organize to their own benefit and, absent of the university’s concerted involvement, to the benefit of its culture, community and collective identity. As Hewitt and Forte observe, â€Å"when online communities begin to complement existing channels for social interaction, aspects of everyday practices are often cast into sharp relief as community members integrate new channels of communication into their everyday lives† (Hewitt and Forte, 1). Serving to strengthen the internal processes by which members of a university community are able to relate to one another separate from the parameters created by the university the online community can be extraordinarily beneficial in diversifying, liberating and even emotionally accommodating the university experience. Individuals with common social, academic or even romantic interests can use university forums to engage one another within the theoretical confines of the school but outside of its official interactive boundaries. GIVE A REAL-LIFE EXAMPLE For many students, something such as Facebook allows for the tangible and observable presentation of a community, which, especially for incoming or socially remote students, can be an important arrow signdoorway to groups, activities and support structures within the university.. WHAT IS AN ARROW SIGN? A SIGN OF WHAT? Thus, Facebook can really help one to bridge the gap between a selected identity and a group with which to identify. Moreover, this is also true of Facebook’s alteration to the sociological process of recovery of lost, lapsed or unrealized relationships, whether social, romantic, professional or even convenience. Accordingly, â€Å"previous research suggests that Facebook users engage in â€Å"searching† for people with whom they have an offline connection more than they â€Å"browse† for complete strangers to meet. † (Ellison, 1144) Still, Ththe informality of the â€Å"friend† tag in Facebook, allows people to establish online friendship with one who might not qualify as an entry in one’s cell phone or a possible consideration for immediate recreational plans. The fact that such â€Å"friendship† does not actually require either participant to â€Å"do† anything other than to approve this friendship, allows for the establishment in many cases of a personal network far larger than one’s physical social network. This is to say that old acquaintances, such as members of one’s high-school graduating class with whom only limited friendly interest is shared, may serve a strictly connective role in one’s network. Their presence in one’s social network will allow one to be seen by other acquaintances and potential ‘friends. ’ This can serve as a positive opportunity to either regenerate lost friendships or even stimulate a friendship where previously only an acquaintanceship existed. GIVE SOME IDEA OF THE EXTENT OF THIS NETWORK, SOME REAL EXAMPLES OR STATISTICS. ALSO INDICATE WHETHER YOU CONSIDER THIS IS A POSITIVE OR NEGATIVE ASPECT. –YOUR THESIS SUGESTTS THE FORMER, BUT YOU NEED TO SAY SO. Furthermore, SURELY THIS IS A NEGATIVE ASPECT, SO YOU SHOULD USE ‘HOWEVER’, NOT ? ’URTHERMORE’. However, there is a perceived exposure simply in one’s involvement with Facebook that might instead be seen negatively. One of the biggest drawbacks to the fact that Facebook creates this explicit connection between real and web identities is the danger that it represents to the user’s privacy. Even as various parameters—sallowing individuals to set privacy terms hiding or only selectively displaying profile details— are set in place to protect the individual from observation or contact by an individual not within one’s friend network, WHAT ARE THESE PARAMETERS? GIVE EXAMPLES there is evidence of vulnerability within the system. It is not particularly difficult for one so determined to procure personal information regarding other Facebook users without the proper authorization. This is a bug WHY A BUG? that was most recently revealed by a British tech company which was intended to expose the site’s susceptibility to willful penetration, with the programming being infiltrated by professional hackers. Thus, â€Å"in less than three hours computer programmers working for the BBC programme Click, developed an application for Facebook which they used to discover the details of four users and all their friends. † (Cockcroft, 1) Facebook, for its part, has indicated through an anonymous source that any such vulnerability would be counter-intuitive veSTRANGE WORD! to the intent of the company and network, and therefore it would work to resolve this particular issue. SOURCE? WHO SAID THIS AND WHAT WERE THEY GOING TO DO ABOUT IT? (Cockcroft, 1) On the other hand, such vulnerability may be seen as a programming bug and not a conceptual failure, with Facebook’s model being dedicated inherently to the protection of privacy details at the user’s discretion.. SOURCE? DEFINE THE DIFFERENCE Consequently, this is not an issue which draws much in the way of sociological resolution on the subject. Moreover, speaking in a more sociological sense, another issue concerning Facebook is the inappropriateness of varying user intentions. The concept of online identity is refuted by the fact the Facebook is simultaneously connected to the user’s legal identity and bound to the virtual world. The result is that user’s have the opportunity to redefine themselves even in direct connection to details which are inherently bound to the non-virtual world such as relationship status, physical appearance, profession or interests.. SUCH AS? This gives Facebook an obfuscating subject as it related to our ability to comprehend that which is implied by one’s Facebook identity.. EXPLAIN Facebook is inherently subject to many of the same usage issues which have always been associated with internet usage. That is, â€Å"digital identity, like that presented in the Facebook, thrives because it is temporal. You can change your identity at the drop of a hat – you can become a liberal or conservative at the push of a button, change your interests and hobbies on a whim. † (Stutzman, 1). While this is the kind of identity elasticity for which individuals have often placed specific value O onN the opportunities available on the internet, the distinctions (which we have) discussed hered HERE regarding Facebook make this an issue of increasing debate. Particularly, (we are demanded) the question is asked IS ASKED as to whether or not the fact that Facebook’s insistence of seeking to connect online and non-virtual identity in one’s online presentation, can be a negative pattern due to possible obfuscation by deliberate misrepresentation. An example of this might be one’s unauthorized use of another’s account or, far more insidiously, one of the most troubling examples of this might be the infiltration of a school network by a sexual predator. GIVE A CLEAR EXAMPLE While this is an entitlement right reserved to be determined by the individual, it is one that further blurs the lines of the authenticity of digital identity within the specific context of a network designed to attempt the contrary. Therefore, it is conceivable that Facebook is where desired by its user, a forum where individual identity can become quite distorted. Thus, if one has selected Facebook as a means of obtaining information about a particular individual—which is increasingly common in the cases of gathering public information, occupationally-based background checks or journalistic research—the presentation of Facebook as connecting to one’s legal identity allows the provided information to be seen as valid information. Because this assumption is justified by Facebook’s short history —though not necessarily by its users—its service to the strategy of observing identity is somewhat questionable. QUOTE AN EXPERT ON THIS As online media theorists Ellison et al note â€Å"there are clearly some image management problems experienced by students as reported in the press, and the potential does exist for privacy abuses,† (p. 1166) Certainly, the(our) research indicates that there is almost an inherent aspect of Facebook which demands that the user construct himself or herself in such a fashion as to reflect the desired impression received by others. And certainly, this is an activity which we? WHO? social interactants engage in socially on a moment-to-moment basis at school, at work or even at the train station. Impression management is a regular aspect of the way we communicate, interact and otherwise engage social contexts. SOURCE? However, as technology author KelleyWHO IS HE? i Indicates: â€Å"Facebook users attempt to manage the impression others receive of them by guessing what their interpretation of their performance will be. The structure of Facebook limits the ways people can construct identities and so some users have to creatively modify their performance. † (Kelly 13). The primary limitation with Facebook is its static nature in the context, at least in comparison to personal interaction. Undoubtedly, in the traditional context of socializing, we are in a unique position to observe rather than to simply guess how our impression management is received. Thus, we can alter identity perception in a matter of seconds. If one feels that his self-presentation in conversation has produced a misimpression, it is feasible to quickly alter one’s conduct, verbal approach or some other quality by which interpretation is being gathered. SOURCE? (Koch, 319) In Facebook, one is always seeking to establish an identity which is likely to promote the widest appeal to all observers, thus serving a more homogenized interest than personal impression management which occurs on an interaction-to-interaction basis. This gives one the opportunity to attempt to deduce a likely collective response, in which a social network is perceived almost as an audience amongst whom common interests or appeals must be identified. SOURCE? (Kock, 320) In this way, identity becomes a target-directed activity in Facebook, almost placing the user in a position of marketing an identity to those in the network. This causes a distinct conflict concerning the image and identity management which one must generally commit to in order to differentiate professional, personal, social and intimate personas. The concern that Facebook may be observable to one’s parent, employer or instructor enters into the discussion here. QUOTE SOMEONE, OR GIVE AN EXAMPLE Accordingly, looking at the amount of information Facebook participants provide about themselves, the relatively open nature of the information, and the lack of privacy controls enacted by the users, Gross and Acquisti (2005) argue that users may be putting themselves at risk both offline (e. g. , stalking) and online (e. g. , identify theft). Other recent Facebook research examines student perceptions of instructor presence and self-disclosure. † (Ellison, 1146) Indeed, one of the most challenging nuances of the social networking phenomenon is its variation of social networking by way of its changing of forums. (Ellison, 1146) IS THIS AQUOTE? NAME THE SOURCE It may not be accurate to refer to online networking as an extension of traditional social networking insofar as this context has the capacity to undermine or alter many implicit rules therein. Referring once again to the Hewitt and Forte study, one of the most pertinent examples of the difference here impliedIMPLIED is that individuals choosing to enter into the online community may do so without the types of informal cues, approaches and comforts pertaining to traditional social networking such as facial expressions, vocal intonations and even attire. SUCH A. S? Thus, it occurs that, in the case of university networks especially, faculty members can create Facebook identities and establish â€Å"friendships† with students. This inserts educational instructors into a vantage POINTpoint? to relate directly to students—or perhaps more problematically, a vantage pointPOINT? from which to observe students—not previously afforded them. In consequence, there is a prospective sense amongst student social networks that some violation of unspoken social arrangement is facilitated by such networking. To this extent, the issue of one’s selected identity—from the perspective of student and faculty—may well be altered strategically in reflection of the awareness that the other party is in a new position of direct observation. That is, â€Å"because social networking communities are built to support presentation of self, identity management is likely to be a significant issue for participants in communities whose membership crosses perceived social boundaries and organizational power relationships. † (Hewitt and Forte, 12) Indeed, it is not of a small degree of importance that there is a separate dynamic of power in the contract between faculty and student that may be threatened by the merging of more inherently social contexts. Thus, as it is specifically concerns the issue of identity, this situation raises the concern that intentional misrepresentation may be encouraged. SOURCE? EXAMPLE? Moreover, as we have identified the preference of activities for users such as the publicizing of events, the posting of photographs and communication with peers, the concept that an instructor is watching is likely to have an inhibitive impact on the presentation of self. SOURCE? (Ellison, 1140) Similarly, the motives for an instructor to present one’s self in this context may be cause forinto GRAMMAR speculation as well, suggesting that an interest in observing students has been falsely underplayed in relation to the instructor’s interest in social engagement.. (Hewitt & Forte, 1)SOURCE? OR EXAMPLE? Though, Facebook does offer many privacy options which allow users to determine who can see what information posting within a profile, with regard to the issue of identity and presentation, such as the protection of age or the prevention of profile views from individuals outside of one’s networkDESCRIBE THESE OPTIONS the deconstruction of some social boundaries concerning such limitied factors as geogrpahyndaries SUCH AS? which have been purposefully—and in some instances usefully—established does have an impact on the validity of presented identities. Still, with the issue of identity thrust to the side, there is a notable value (which we can find) in this deconstruction of social boundaries. According to the Hewitt and Forte study, which in 2006 evaluated student behaviors at the Georgia Institute of Technology, â€Å"two thirds of the students surveyed [in their research GIVE FULL DETAILS ABOUT DATES, PLACES, RANGE ETC] reported that they are comfortable with faculty on the site. Positive comments tended to focus on the alternate communication channels afforded by the site and on the potential for students to get to know professors better. † (Hewitt and Forte, 2) In this way, (quite) in fact, Facebook appears to offer a reconsideration of the dynamic between instructor and student which can actually provoke a positive social change. Without question, this interaction is allowing an educational intimacy (improbable)which would be otherwise improbable, with instructors finding a way to enter into a student realm outside of the classroom without necessarily imposing hierarchical demands upon students. FOR EXAMPLE? HAS THIS HAPPENED? These direct contradictions make it increasingly difficult to make a rigorous argument for certain that Facebook’s current usage â€Å"proclivities† have achieved a cultural consensus in terms of sociological impact. That is, where this discussion has focused so significantly on the matter of identity management, there is good cause to suggest that normative behaviors are now only in their infancy. Only four years old, the remarkable sociological, technological and economic impact of Facebook is still being formulated during a continued phase of massive adoption proliferation. (Ellison, 1140)IS THIS A QUOTE? SOURCE? Therefore, it is uncertain how the near future will shape usage and identity considerations. And in many ways, this is a direct factor in the distortion of identity which is currently available, and perhaps even encouraged by the current Facebook model. To this extent, â€Å"while people construct identities in all parts of their lives, this performance is particularly evident on Facebook since the norms of use and interpretation are still being developed for this community. This manifests itself in debates over Facebook etiquette, risks and user rules. † (Kelley, 2) This is a set of debates which is still very much underway, and which presumes (for us) mesa future in which high adoption rates of Facebook will force continual discussion on the issues of identity here related. promise some resolution. N0T USRE WHAT THIS MEANS. WHY DO HIGH ADOPTION RATES NEED A ‘RESOLUTION’? Indeed, as the research here suggests, this resolution is likely to benefit the improved balance for the user of desired image presentation and the demand for accuracy, as it appears that the true social and interactive benefits of Facebook are realized thusly. Even as individuals attempt to manage impressions that benefit their social or image-based status, there is a definable interest for many in constructing an identity which represents the aspects of one’s life which will place them in useful and relevant social networks. It is therefore that we cconcluded AVOID THE ‘WE’ that there is a positive end in the proliferation of Facebook. Though it is clear that its early stages of development have presented a wide array of new and evolving considerations relating to privacy, social power dynamic and image management, there is nonetheless a direct value to honest representation in the social networking context that suggests this impulse will ultimately direct the further evolution of normative behaviors on Facebook and other online social networking communities. Works Cited Appadurai, Arjun. Modernity at Large. Cultural Dimensions of Globalization. University of Minnesota Press, 1996. Castells, Manuel. The Rise of the Network Society. Blackwell Publishers, Massachusetts, 2000. Cockcroft, Lucy. â€Å"Facebook loophole ‘open to identity thieves†. Telegraph. 5 January 2008. 27 April 2008. . Ellison, N. B. ; Steinfeld, C. & Lampe, C. (2007). The benefits of Facebook ‘friends:’ Social capital and college students’ use of online social network sites. Journal of Computer-Mediated Communication 12(4)., p. 1143-1168. Giddens, Anthony. Modernity and Self-Identity. Self and Society in the Late Modern Age. Polity Press, Cambridge, 1991. â€Å"Facebook†. Wikipedia. 28 April 2008. 28 April 2008. . Giddens, Anthony. Modernity and Self-Identity. Self and Society in the Late Modern Age. Polity Press, Cambridge, 1991. Hewitt, Anne and Forte, Andrea. â€Å"Crossing boundaries: Identity management and student/faculty relationships on the Facebook†. Georgia Institute of Technology. 24 April 2008. 24 April 2008. < http://www-static.

A report on the Cultural Afternoon held at the IPBA’s auditorium

Last Thursday on the July 24th, 2003, a Cultural Afternoon was being held at the IPBA's auditorium. It was organised by the MTCP participants and the B. Ed. TESL cohort 1 students. The theme for the Cultural Afternoon is Unity In Diversity. Unity In Diversity is a poem written by the MLCP participant from Papua New Guinea. The afternoon was conducted by two of the B. Ed. TESL students. They conducted the event very well. After that, Mr. Mahmud from Turkey was called upon to recite a prayer. After he had finished reciting the prayer, the event continued with the first performance by the B. Ed. TESL students. They presented a compilation of the Malay Traditional Dance. The dance was choreographed beautifully and the dancers danced gracefully. The special thing about this cultural afternoon was the way the organiser changed the conductors. The next conductors were the participants from Tunisia and Gambia. The way they conducted the afternoon was very interesting. After they had introduced themselves, they called upon participants from Krygystan, Miss Ainur. She sang a song called Mahabbad, which means love. Even though the audience could not understand her, but the message of the song were well interpreted. Then, all the MTCP participants were welcomed to join the conductors on the stage to introduced themselves. All the participants were introducing themselves with different ways. Some of them made some jokes, holding their traditional flag and so on. There were 26 participants that day who has came from different countries such as Zimbabwe, Croatia, Tunisia, Gambia, Bosnia, Thailand and other countries. After that, Mr. Bernard from Bosnia presented his performance by singing a song using his own language. Followed by named and Ameir from Bosnia. They showed and explained about a poster of the Bosnian Movie, which had won oscars award 2000/2. The movie title is ‘No Man's Land' has won the award for Best Foreign Language. After that, they sang a Bosnian folk song. After changing conductors once again, B. Ed. TESL students performed their Kung Fu performances. After the Kung Fu show, a participant from Turkey sang a wonderful song. The audiences gave her big claps because she had sang the song well even without the background music. All the audiences had paid full attention on the stage to see the traditional costumes show from the other countries. All the participants wore their own traditional costumes and did some explanations on the costumes. After watching the colourful fashion show, the audiences were very surprised to watch the Indian dance that was led by our B. Ed. TESL student, Danielli Devi. The dance was noisily merry with energetic dancers and famous Bollywood song played. After that, the Cultural Afternoon continued with the performances by the MTCP participants. The participants from Sri Lanka sang a song. The song also a love song. After that, the East Timur participant did a traditional dance. She wore her traditional costumes and a gong. She knocked the gong using some rhymes and then danced followed the rhyme. It was far different from other MTCP participant's performances. After that, a participant from Turkey also sang a love song. Another interesting performance was from the Thailand participants. They showed and taught us the right way in greeting. Their performance is quite useful for us. After that, the Cambodian participants danced as soon as their song was played. Next performance was from Gambia. He sang his national anthem. The audiences rose up to show respect. The most waiting performance was Para-para Sakura Dance. The B. ED. TESL students performed this dance. They danced gracefully with many astonishing steps. The dancers were very energetic and noisily merry with their red and pink costumes. All the audiences felt refresh after watching this energetic dance. Lastly, before the Cultural Afternoon ended, the participant from Papua New Guinea recited her poem entitled ‘Unity In Diversity'. She very well wrote the poem. The event ended as soon as the conductors declared it was closed.

The Personal Use As Teachers Education Essay

In the personal usage as instructors, we will be researching the Howard Gardner theory and the differences usages it can hold and its importance in kids ‘s acquisition procedure. In this undertaking you can see the definition and information of The Multiple Intelligences Theory of Howard Gardner and the impact it has in the learning procedure of the pupils in the schoolroom. This research undertaking will besides concentrate in how this theory aims to spread out and do the acquisition procedure of the pupil wider and easier, learning the pupil the stuff piece at the same clip doing usage of his abilities and accomplishments to do this procedure faster and efficient. This theory explains that in the schoolroom we will happen, as future pedagogues, a diverseness of pupils with different types of intelligences and abilities that will impact the manner they learn and get cognition. This theory helps each pupil have the same chance to develop their intelligences. This theory can be applied by the instructor in the schoolroom in different ways. For illustration: by cognizing that each pupil learns in different ways, the instructor can integrate what he is learning with each pupil intelligences ; for illustration, allow ‘s state in the Spanish category the instructor have to discourse a narrative, than if some pupils are good at larning through music, he can unite singing with the narrative narrative, or if the pupil is good at logic, he can give them logical exercisings including narrative elements. We hope you enjoy this research undertaking every bit much as we did! Approach Theory This theory state us about the difference intelligence people posses, the public-service corporation and importance it has in the schoolroom and pupil larning procedure. The theory of the Multiple Intelligence that Howard Gardner proposes, is about how each individual learn in different manner by including the intelligence they posses with what they are been taught. There are eight different intelligences that had been officially identify and recognized, these are: lingual ( â€Å" word smart † ) , logical-mathematical ( â€Å" number/reasoning smart † ) , spacial ( â€Å" image smart † ) , bodily-kinesthetic ( â€Å" organic structure smart † ) , musical ( â€Å" music smart † ) , interpersonal ( â€Å" people smart † ) , intrapersonal ( â€Å" self smart † ) , naturalist ( â€Å" nature smart † ) . In other words we can state multiple Intelligences are eight different ways to show rational ability. The theory of multiple intelligences proposes a major transmutation in the manner our schools are run. It suggests that instructors be trained to show their lessons in a broad assortment of ways utilizing music, concerted acquisition, art activities, function drama, multimedia, field trips, interior contemplation, and much more. The theory of multiple intelligences has strong deductions for grownup acquisition and development. Many grownups find themselves in occupations that do non do optimum usage of their most extremely developed intelligences ( for illustration, the extremely bodily-kinesthetic person who is stuck in a lingual or logical desk-job when he or she would be much happier in a occupation where they could travel about, The theory of multiple intelligences gives grownups a whole new manner to look at their lives, analyzing potencies that they left buttocks in their childhood. Here are the different intelligences, a brief description and the accomplishments each of them: AAThe pupils with the visual/spatial intelligence have the ability to comprehend the ocular. These scholars tend to believe in images and need to make graphic mental images to retain information. They enjoy looking at maps, charts, images, pictures, and films. The accomplishments they have ( which instructors should hold in head when learning them ) are: mystifier edifice, reading, composing, understanding charts and graphs, and many more. Students with the verbal/linguistic intelligence have abilities that include the usage of words and linguistic communication. These scholars have extremely developed auditory accomplishments and are by and large elegant talkers. They think in words instead than images. Their accomplishments include: hearing, speech production, composing, narrative relation, explicating, instruction, utilizing wit, etc.A Peoples with the logical/mathematical intelligence have the ability to utilize ground, logic and Numberss. These scholars think conceptually in logical and numerical forms doing connexions between pieces of information. Always funny about the universe around them, these learner ask tonss of inquiries and like to make experiments. Their accomplishments include: job resolution, sorting and categorising information, working with abstract constructs to calculate out the relationship of each to the other, etc. Learners with the bodily/kinesthetic intelligence have the ability to command organic structure motions and handle objects skilfully. These scholars express themselves through motion. They have a good sense of balance and eye-hand co-ordination. ( e.g. ball drama, equilibrating beams ) . Through interacting with the infinite around them, they are able to retrieve and treat information. Their accomplishments include: dance, physical co-ordination, athleticss, custodies on experimentation, utilizing organic structure linguistic communication, trades, moving, miming, utilizing their custodies to make or construct, showing emotions through the organic structure. Students with the musical/rhythmic intelligence have the ability to bring forth and appreciate music. These musically inclined scholars think in sounds, beat and forms. They instantly respond to music either appreciating or knocking what they hear. Many of these scholars are highly sensitive to environmental sounds ( e.g. crickets, bells, dripping lights-outs ) . Their accomplishments include: vocalizing, whistling, playing musical instruments, acknowledging tonic forms, composing music, retrieving tunes, understanding the construction and beat of music. Those who possess the interpersonal intelligence have the ability to associate and understand others. These scholars try to see things from other people ‘s point of position in order to understand how they think and feel. Their accomplishments include: seeing things from other positions ( dual-perspective ) , listening, utilizing empathy, understanding other people ‘s tempers and feelings, reding, co-operating with groups, detecting people ‘s tempers, A and many more. Having the intrapersonal intelligence will give you the ability to self-reflect and be cognizant of one ‘s interior province of being. These scholars try to understand their interior feelings, dreams, relationships with others, and strengths and failings. Their accomplishments include: Acknowledging their ain strengths and failings, reflecting and analysing themselves, consciousness of their interior feelings, desires and dreams, measuring their thought forms, concluding with themselves, understanding their function in relationship to others. The pupils with the realistic smart being able to touch, experience, keep, and seek practical hands-on experiences, but by and large out-of-doorss within the environment, nature and animate beings. Being Naturalistic agencies you are really interested and funny of your surroundings.A These scholars enjoy playing out and traveling on trips to larn about the environment and the animate beings. And likely maintain or like pets, and dislike pollution and people that litter. Their accomplishments include: May be really interested in species, or in the environment and the Earth, may hold a strong affinity to the outside universe or to animate beings, they may bask topics like biological science, vegetation, geology, weather forecasting, astronomy fauna, or palaeontology. Design ( Classroom usage )AThe instructor ( utilizing wholly this theory ) aims to learn the assigned stuff in a different manner for each group of pupils that posses the same intelligence. For this, the instructor has to place by giving a trials to the pupils, how many of them belong to a peculiar intelligence group. Once all the pupils intelligence had been identify they are divided and grouped together merely with the pupils they portion the same intelligence. The pupils that possess the lingual intelligence acquire together in a side of the schoolroom, while the pupils with the musical intelligence acquire together in a different side, same applies to every other intelligence. After all the pupils are in groups with the pupils that posses the same intelligence as them, the instructor will learn the exact same category stuff to each group but otherwise to each of them. If the instructor is learning about animate beings who eat merely veggies, the group of pupils possessing the lin gual intelligence can read about it, the group of pupils possessing the logical-mathematical intelligence could utilize mathematical expressions to show it, pupils with the visual-spatial intelligence can analyze a in writing chart that illustrates the rule ; like this illustrations, the remainder of the groups will larn and be taught the same stuff but in a different manner. By learning to a pupil ‘s intelligences and by leting them to show themselves utilizing their preferable intelligences the full schoolroom can be enriched. Students will research the Multiple Intelligences theories and larn to plan lesson programs that appeal to assorted intelligences. But, apart of separately utilizing a different method for each pupils, another signifier of utilizing the Multiple Intelligences Theory would be for all the pupils, no affair which intelligence they are portion of, to be taught with every other intelligence method, this will affect everyone in the schoolroom into a better acquisition experience in my sentiment and I think is really the one most instructors use now yearss. For illustration: Teachers should construction the presentation of stuff in a manner which engages most or all of the intelligences. For illustration, when learning about the radical war, a instructor can demo pupils conflict maps, play radical war vocals, form a function drama of the sign language of the Declaration of Independence, and have the pupils read a novel about life during that period. This sort of presentation non merely excites pupils about acquisition, but it besides allows a instructor to reenforce the same stuff in a assortment of ways. By triping a broad mixture of intelligences, learning in this mode can ease a deeper apprehension of the capable stuff. When sing multiple intelligences in the schoolroom, a instructor should avoid the impulse to label kids as holding merely one such type. Many kids will hold strengths and failings in more than one of these countries. All kids in the schoolroom should be encouraged to seek new things and research every construct through a broad assortment of experiences. Showing stuff in assorted ways allows instructors to make more pupils, potentially extinguishing the defeat when some merely do n't look to â€Å" acquire it. † The benefits of integrating the Multiple Intelligences Theory in the schoolroom would be: Provide reliable experiences for pupils based on single demands. Longer storage of memory because activities are meaningful and connect to personal experiences. Activities/performances may increase parent engagement in the schoolroom and school. Students able to show and portion strength. Students to derive self assurance because they are demoing off their country of strength. Decision Once we finish our Research Paper Project we notice that there exists some theory elements form the Multiple Intelligence Theory that we did n't know.A When we began our research, we found some different information. In some resources at that place appear seven intelligences but in others appear eight.A Finally we can reason that there are eight different types of intelligences. Thankss to this research we learn about diverse and different instruction techniques and schemes that the instructor may utilize in the classroom.A We like being working and look intoing because we had learn different techniques that we can utilize to affect our pupils in class.A This theory is really utile for teachers.A We think that every instructor should incorporate this theory in their categories in order to introduce and make interesting categories for their pupils.

How Important Are AP Scores for College Admissions?

As college admissions become increasingly competitive, any possible edge can seem like it might be the difference between a coveted acceptance or a dreaded rejection. Grades, standardized test scores, extracurriculars, and more may all seem to be the highest of stakes. When it comes to AP classes, you might wonder if this is the factor that might tip the college admissions game in your favor. In this post, we’ll outline just how important your AP classes are in college admissions, and the answer may surprise you. Do admissions committees even look at your scores? How much do they actually matter? To learn more, keep reading. Typically, AP scores don’t go on your college application. Because they don’t count towards your GPA or become a part of your transcript, there isn’t actually any place on the application where they are required. There is, however, a place on most college applications where you have the option to report these scores yourself. This process is called self-reporting. In this section, you can self-report any scores from standardized testing, including AP scores. To learn more about this section of your college application, see our post Do I Have to Self-Report My Test Scores? . Since this section of your application is optional, you do not have to report AP scores. In fact, if you choose to do so, you can also choose specifically which scores you submit. If you want to report AP scores, you should definitely report tests on which you received a five. While a single score of five on an AP exam isn’t necessarily impressive, a string of fives might help to set you apart from other candidates. A score of four is less impressive, but it still shows a relatively strong understanding of the material. Fours are usually neither favorable nor unfavorable when you report them on an application. At less selective schools, a variety of fours and fives will set you apart. Scores of three or lower aren’t usually enough to give you any edge in admissions and might even have an negative impact on your application. These are best left off when you self-report your scores. Ultimately, you should be prepared for the admissions committee to review everything on your college application, including self-reported scores. While they may not be as important as other required portions of the application, they may sometimes serve to set you apart when admissions committees need to choose between two or more applicants. The weight given to your AP scores will vary depending on a number of different factors. In general though, you should not consider AP scores as a make it or break it factor in your admissions process. That being said, at very selective schools, admissions committees always receive applicants from far more qualified students than they have places for in the incoming class. Due to this high level of competition, successful applicants will need to distinguish themselves in highly recognizable ways. A series of perfect AP scores can be one example of your academic prowess. If you are applying to a general studies program, you can show your ability to achieve across multiple subject areas by scoring well on a variety of AP exams. Likewise, if you’re applying to a specialized program or under a specific major, you can demonstrate your level of knowledge in that field by submitting the corresponding AP scores. On the other hand, if you choose to report scores that are unimpressive, they could just as easily count against you in a competitive admissions process. Given the choice between two similar candidates, an admissions committee is probably more likely to select those who submit high scores or no scores at all, rather than students who submit dismal ones. Our Early Advising Program helps students in 9th and 10th grade discover their passions and build strong academic and extracurricular profiles to succeed in high school. AP test scores are not generally a highly weighted component of your college application, but if you choose to submit them, they will generally be reviewed by the admissions committee. The amount of weight they are given will vary by school, and in general the more competitive the admissions process is, the more these smaller factors might play a role in distinguishing between similar candidates. Just because AP scores are not necessarily a primary factor on college applications does not mean that AP classes are unimportant. In fact, at many selective colleges, you need to take the most challenging courses available at your high school in order to be considered a serious applicant. In many cases this means taking AP classes if they are available at your school. While your score on the AP exam might not be reported, your grade in these classes definitely is, and your GPA is generally a primary factor on your college application. Remember, AP classes are designed to be college level work, so your performance in them is indicative of your ability to perform at the college level. Furthermore, if you score well on your AP exams, you may be able to earn college credit or place out of lower level prerequisites when you start college. These policies vary from school to school but in general you can them available on the school website. Specific regulations can be found here . To learn more about AP classes and course selection in general, see these posts: If you want to ensure that you’re on track for college admissions success or would like some help with class selection, consider the benefits of the Near Peer Mentorship Program , which provides access to practical advice on topics from college admissions to career aspirations, all from successful college students.

Nursing Leadership Essay Example | Topics and Well Written Essays - 5750 words

Nursing Leadership - Essay Example The health care system, just like other institutions, has to respond to the various and increasing demands to the industry. Nursing, being an integral part of the health sector, has to establish an approach that will bring the institution forward in the 21st century, since there are many challenges that nursing face. Some of which are â€Å"new roles, new technology, financial constraints, and greater emphasis on participation, cultural diversity and education† (Curtis, de Vries and Sheerin, 2011, p. 2006). In this regard, effective leadership, in nursing in particular and health care service in general, has been given ample consideration as one of the primary strategies that can appropriately respond to the changes and challenges of the 21st century (Greenfield, 2007; Sutherland and Dodd, 2008). It is recognised that an effective leadership in nursing is crucial in providing high quality health care services to the patient and efficient and professional discharge of nursing functions (Curtis et al., 2011; Shirrey, 2009; Tregunno et al., 2008). However, it has been observed that there are limited literatures pertinent to nursing leadership, especially, if it is compared with nursing management which has been the focus of discourses (Curtis et al, 2011; Stanley, 2008). In this situation, this research will look into some of the theories in leadership and on some of the issues that it may raise in practise settings. The aim of the study is to provide a comparative analysis of contemporary theories of leadership in order to ascertain which among the theories may appropriately fit into the unique structure and demands of nursing (Jackson et al., 2009). This is significant because by identifying the suitable type of leadership for nursing, high quality nursing care service is secu red, job satisfaction is increased, and in whole there is a positive effect in the patient, among the nurses and the organisation as a whole (Curtis et al., 2011; Shirrey, 2009;Tregunno et al., 2008). For the study, the researcher will be discussing transactional leadership, transformational leadership and the servant leader. These have been chosen because these three theories are primarily humanists and holistic in approach (Heisler and Carter, 2010), which in turn, has a close affinity to the nature of nursing (Jackson et al., 2009). This decision does not discount the fact that other leadership theories, such as democratic leadership, strategic leadership, and others, may also be used. Nonetheless, the decision to focus only transactional, transformational and servant-leader acts not only as limitation for this research, but also supports the notion that these three theories of leadership are more congruent with the nature of nursing (Jackson et al., 2009). The research will be h aving the following structure. The first part is consists of the comparative analysis of the transactional leadership, transformational leadership and servant-leadership, while, the second part will be dealing with the reflective account. In the end, it is hope of the researcher that this analysis may further nursing leadership. Leadership and Nursing: An Intricate Relation The idea of leadership often evokes the notion of power, authority, dynamism, vigour, charisma, personalities, organisation and other similar concepts. These various connotations have contributed to the wealth of definition that is attached to leadership. Some define leadership as â€Å"a stream of evolving interrelationships in which leaders are continuously evoking motivational responses from followers and modifying their behaviour as they meet responsiveness or resistance, in a ceaseless process of flow and counter flow†

Juvenile Court Comparison Essay Example | Topics and Well Written Essays - 750 words

Juvenile Court Comparison - Essay Example They also say that drug addicts start taking drugs at 13 or 14, but only come to the rehab centers when the situation becomes grim or out of control. This is because they start taking drugs recreationally and by the time they start having problems and decide to seek help it takes time. Unlike social drinking which doesn't affect one's lifestyle, there is nothing like social drugs because substances like cocaine and heroin are very addictive and illegal. The problem arises because most youngsters believe they won't get addicted not realizing that with drugs like cocaine and heroin it's very easy o get hooked on. And when they get addicted the trouble starts to unfold and slowly indulging in criminal offences comes into the picture. When they are arrested for their illegal activities they are sent to the juvenile courts which is basically a civil system and "separated into three types: independent and separate courts, part of a family court and unit within a trial court" (Miriam Van Waters, p. 299). Independent courts act separate from other courts and are found in Connecticut Rhode Island and Utah. States like Alabama doesn't have independent and separate courts. ... Juvenile courts are very much different from adult courts. The main purposes of these courts are to make children understand what's good for them, realize the meaning of life and respect the constitutional laws and abide by it. The main purpose is to protect/treat children to bring a positive change in them and throughout the country except in some states like North Carolina, New York, Arizona, etc., has no specified lowest age limit for jurisdiction. Alabama, Alaska, Florida, etc., are some of the states that have no specified lowest age limit for jurisdiction. Juvenile courts proceeding are less formal and private unlike adult courts where proceedings and hearings should be followed in a formal and public. Further more the proceedings of juvenile courts are kept private and are not released to the press and the proceedings are considered as not criminal. They don't have a right to jury trial and open admission of guilt is more common. In most cases the courts give a chance to improve/treat a child's behavior. Psychiatric Society agrees that 16 is a very young age to get into drugs, but says when you enter college you gain a lot of freedom, are at an impressionable age and get sucked into the wrong crowd. If parents suspect that the child is in to something they talk to him or her. The teenager will definitely deny it, but parents should firmly talk to the child, maybe not at that time, but later on you may not realize how dangerous the situation is and need to take the child to a doctor or a psychiatrist for a check up or counseling. Get him/her professional help. A psychiatrist and his team are well qualified to help a child if a rehab is not immediately available. It's advisable to take the