Cold War at Home essays

Cold War at Home essays They sometimes say that people most fear what they dont understand! Past and present warfare conflicts have brought a sense of patriotism and American duty to the United States. But in World War II in brought a sense of fear home with it too. In Chapter 11 of American Realities, by J. William T. Youngs, it highlights a point in time where many government officials and other high-ranking personnel used the fear of anticommunism to help benefit their own career and also bring down anyone who dared cross their path. One in particular, Joseph McCarthy, would take his freedom of expression to the highest level and also reveal the urgency behind the anti-Communist crusade. World War II was called The War to end all Wars, and was fought throughout the world, but many people dont realize that America was not only fighting the war on two fronts. One was in Europe against the Germans and the other was in the pacific against the Japanese, but America was fighting a separate war at home against a foe they could not see or find to well for that matter, Communism. McCarthy was the figurehead of support against communism during the cold war, but is now the brunt of punishment and criticism that we tend to give out these days when looking back. His life was the basic model for most Americans throughout this time period and showed the best of the American will to learn and succeed. Reading about McCarthy is an essential tool in understanding the fears that many Americans feared about communism, and the fears they had going against anyone like him. As you can tell I have and will be using the word fear a lot, I do this because it best illustrates the emotions brought out by the author when showing how McCarthys actions affected every person. Now I know it doesnt seem like it but I do believe that the chapter was balanced, oddly enough, in portraying each side. Most of the infor...

New Years resolutions for career success in 2018

New Years resolutions for career success in 2018 A new year is often looked at as an opportunity for making positive changes, and we’re all familiar with the tradition of making New Year’s resolutions- as we end each year and look forward to the next, we take stock of the things we want to improve upon or change in our lives. Those among us who are diligent enough to take things one step further set a plan for achieving our resolutions, and some among us actually follow through by putting in the time and effort to achieve our stated goals. And for the most dedicated and focused among us, sometimes a positive change and lasting result is achieved. Our New Year’s resolutions can vary across an endless array of categories- from finding love, making new friends, and moving to a new city to acquiring a new hobby or skill set. Among the most popular resolutions that people make involve job- and career-related goals. However, while making a New Year’s resolution for career change and success can be the beginnin g of a wonderful new chapter in our lives, it’s really just the first step.Positive intent can be a powerful motivating force for change and growth in our lives, but the truth is that it’s often not enough- this is the reason why the majority of us fail to completely commit and follow through on the resolutions we make each year. The truth is, most resolutions flounder in the starting gate without any real forward progress ever being made, and many others are met with a feeble, half-hearted effort that eventually goes nowhere.) We need more than a positive attitude and hope- we need a plan.According to a recent article on The Muse, â€Å"Those who took meaningful steps to achieve their resolutions- setting step-by-step goals or telling their friends and family, for example- were far more likely to achieve their desires than those who made no specific commitments†¦ So if you really want to see results this year, it’s critical that you set your goals with si ncerity, and set yourself up for success.†What are your New Year’s resolutions for career success in 2018? More importantly, do you have a plan for achieving them? Let’s take a closer look at some of the most popular career-related resolutions, and some advice for taking them past the â€Å"good idea† stage and closer to the â€Å"goal achieved† category.I want a promotion.Who among us doesn’t want a loftier position with a more impressive sounding title and a higher salary, regardless of where we currently work? The truth is, this isn’t always an immediately attainable reality for everyone- maybe you’re just getting started at your current job and it’s too soon to start thinking about a promotion, or maybe the place you work at is small and there’s no clear upward trajectory. Whatever the reason, if you’re seeking a promotion and there’s no obvious path for growth for you in your current job, perhaps this means you should make a more drastic change as part of your New Year’s resolution planning.However, if there are opportunities for growth on the horizon for you, then take a step back and a deep breath and think carefully before blindly charging into your boss’s office and demanding a promotion.Take stock of your current situation- have you spent the last year working hard to convince your boss that you are ready, willing, and able to take the next step to a new job with greater responsibility? Has your boss been giving you positive feedback all year about how valuable you are to the company and how everyone is impressed with the job you’ve been doing? If so, then you’ve already been working hard to achieve your goal of getting a promotion- the next step is choosing the right time, place, and method for asking for one. This is highly subjective and based on your individual job situation. Do you have annual review meetings with your boss to discuss s uch issues? If so, then this would be the ideal time to broach this subject. Or perhaps your boss is open to feedback and discussions whenever they arise. If so, choose a day when your boss seems to be in a good mood and go for it!Maybe you haven’t been getting great signals that your boss would be terribly receptive to the idea of you asking for a promotion. If this sounds more like your reality, then it may be wise to concoct a more long-term plan. Spend the next several months- maybe even the entire next year- anticipating your boss’s needs, doing your job to the absolute best of your ability, and sowing the seeds for popping the big â€Å"promotion question† next year. Like we said earlier, sometimes you need a plan, and there’s nothing quite as defeating or draining as asking for a promotion before you’re ready and meeting rejection.I want a new job.Okay so maybe you’ve reached as high and as far as you can possibly go in your current j ob, faced every challenge, conquered every obstacle, and mastered every skill that you could possible acquire. It’s time–you’re ready for a change. It happens, and it’s a perfectly natural and healthy part of any career path. In fact, job changes are often great opportunities to climb to the next rung on your career ladder. However you should  consider some advance planning before you race out of your current job screaming, â€Å"I quit!†Get a feel for the current job market in your field and area. Are there a wealth of opportunities available, or is it slim pickings? Take a subtle poll of the folks in your peer network who work at other companies. Does it sound like you may be able to go after an opportunity through your contacts?If conditions out in the job market seem great, then plan for your next steps- polish up your resume and cover letter, make sure your interview clothes still fit, and get out there! However, if you’re seeing some warning signs that right now might not be the best time to jump ship, then bide your time and plan accordingly. Don’t forget, you can do some subtle and covert planning for your next job while you’re at your current one so when the iron is hot you’ll be prepared to strike!I want to make a major job or career change.Perhaps you’re just not feeling completely happy or fulfilled in your current industry, and something is telling you that perhaps now is the time to make a major change. This could be a good thing- the truth is, job unhappiness is often a major cause of mental and physical distress and could have a wide range of negative effects on our health and well-being.According to a recent Huffington Post blog post by Alexander Kjerulf, founder and Chief Happiness Officer of Woohoo inc, â€Å"Way too many people hate their jobs. Exactly how many is hard to say, but depending on which study you believe, somewhere between 20 percent and 40 percent of empl oyees are miserable at work.† Kjerulf goes on to say that hating your job can weaken your immune system, make you gain weight, rob you of sleep, ruin your personal relationships, and even increase your risk of serious illness. Not a good way to ring in the New Year!So, if you’re eager to make a major job or career change†¦ you guessed it, make a plan. Consider making a list of pros and cons for taking the plunge. If everything in your life is pointing to making a major change, figure out what new goal makes the most sense for you. Take an inventory of your skills and experience, along with your interests and aspirations, and figure out which careers/industries you best align with. Do you have any friends or family who have jobs that sound potentially intriguing to you? If so, ask them more about it. Do your research- the Internet is a great source of information for researching new companies and careers.Although making a big career change can be a wonderful moment in your life, acting impulsively could really backfire. There are countless stories of people who made quick decisions to leave their current working worlds for new ones, only to discover that they were ill-informed and really had no idea what they were getting into and wound up being just as unhappy- or even unhappier- as they were before. Don’t become just another unfortunate member of this group. Plan wisely and carefully, and you’ll be setting yourself up for a real shot at positive and lasting change.I want to build new job skills.This is a great goal for most of us and can really help put you in a better position to achieve the other resolutions on this list in the future- getting a promotion or a new job, or even changing industries. And even if none of these goals are in your immediate future, acquiring new skills can be a rewarding and fulfilling enterprise on its own and help us feel more empowered and effective in our current positions.If you’re looki ng to acquire new job skills in the new year, consider the following. Do you want to acquire skills that will make you more effective at your current job or a new one? Your answer to this question will help you determine which skills you should look at. Also, are you looking to invest money towards acquiring new skills? If so, there are a wealth of career and adult education/skill-development programs available across the country; a great place to start is researching the offerings at colleges and universities in your area. You’ll likely come across a wealth of options, both in class and online- you just need to decide which are right for you.If money is an issue and you’re looking for a more cost-effective approach, there are some great free and low-cost options online. One great resource is Skillshare, an online learning community created, maintained, and curated by veterans and experts in their respective fields who are dedicated to teaching others the skills theyâ €™ve acquired.Here’s the bottom line- many folks who are unhappy with their work lives or who are just eager for a fresh start or new challenge take the new year as an opportunity to make a change, and it’s a great time to do so! Because so many people are focused on career changes at the beginning of a new year, many companies and industries ramp up their hiring during this time- and those among us who are serious and dedicated can take full advantage of this reality. If this sounds like you, perhaps now is a great time to move forward- but do so wisely and plan accordingly. Good luck and Happy New Year!

Islamic and conventional credit cards Assignment - 1

Islamic and conventional credit cards - Assignment Example The increased demand is not only from clients need for differentiated products but also from corporations who want to carry out all financial dealings in conformity with Sharia laws. The increasing populations of Muslim countries will additionally propel the demand for Sharia - compliant financial services. Many Muslim nations have young populaces, with more than 60% of the citizens under the age of 21 years, in addition to annual population growth rates of more than 5%. Many conservative banks currently are also engaging in the Islamic Banking market due to its intrinsic feature of minimal exposure to operational risk. Islamic banking, because of its strict Sharia submission norms, can help clients decrease the risks related to interest based debt bankrolling that plagued conservative banks especially during the recent financial crisis that hit the mortgage market. In terms of supply, the main underlying principle of development in Islamic banking is the swelling amount of financial services establishments giving Sharia compliant business solutions. Along with the new Islamic banking institutions that are being designed, there is a developing tendency among current conventional banking institutions to transform their processes to become compliant with Sharia laws. With mounting business rivalries in their home markets, some Islamic banking institutions in the Middle East have begun to multiply globally, with a preliminary attention to Africa and Asia. This amplified rivalry was leading to fresh advanced products being availed to the markets, therefore, rendering Islamic banking more enticing. The initial phases of growth in Islamic banking contend with the concept construction where Sharia specialists examined whether the interest those banks charged was similar to riba. Before 1950s, Muslims were not officially engaging the banking services; so, they did not have any information about bank interest (Shaikh n.d). A few years

Final paper with Annotated Bibliography - explore any aspect of the Essay

Final paper with Annotated Bibliography - explore any aspect of the connection between the arts and society - Essay Example Good education is equated with employability such that the primordial concern of schools is to teach children how to read, write and compute so they can find their suitable place in the workforce. There is no question that literacy in English, math, science and history is critical in the technology-driven society of today but there is a growing interest in the concept that arts in fact offer a vast learning opportunity that should be offered to all children from the earliest grades. New research concerning the relationship between learning and the arts suggests that the study of music from a very early age, for example, alters the very structure of the brain and allows students to perform better on tests. This paper explores the connection between art and society by attempting to find any relevance of art education to the proper development of an individual. Its main interest is the issue of whether the school system can be efficient without an arts program in the curricula. The current global problems are traced to the purely rational and materialistic way of thinking. To reestablish harmony in our lives and in our eco-system, there must be heightened recognition of the importance of creativity and spirituality through the arts (Laszlo online). In this worldview, art is merely a leisure activity that provides pleasure and enjoyment and its study can therefore be abandoned anytime in favor of activities that make use of time â€Å"more profitably, efficiently and satisfactorily (Treumann, 1993).† Art appreciation is fit only for a gifted few, and if children have to study literature or musical notes and join visits to museums and art galleries, this is only done as part of one’s education and it is the socially proper thing to do. But recent studies show that such preoccupation with letters and numbers makes for learning environments that are dull, boring and

Using Assessment and Feedback Essay Example for Free

Using Assessment and Feedback Essay The purpose of this study is to determine if differentiated instruction has an effect on student achievement and multiple intelligences in a classroom. One of the best ways to address multiple intelligences in a classroom is for teachers to develop their understanding of the natural convergence of certain concepts. Dedicated teachers who are well practiced in a variety of strategies can more effectively address multiple intelligences in their classrooms. Direct instruction and differentiated instruction are two different teaching strategies. In direct instruction students work in whole group. The teacher explains the task to the students based on targeted learning outcomes. Students work in a large group on the required task in a timely manner. On the other hand, students who work in a flexible and/or cooperative group are guided with the strategy of differentiated instruction. The students in the group work together to master a set of skills depicted and explained in detail by the teacher. The teacher provides instruction based on the uniqueness of each student and his or her specific learning style. In differentiated instruction, students and teachers collaborate with one another to meet the targeted goals (Tomlinson, 2001). Teachers use differentiated instruction in the classroom by prescribing technology supported cooperation, which enhanced student achievement. Most important, significant increases occurred in student achievement for students in the treatment group who used Internet-based software that differentiated instruction based on student needs and targeted learning outcomes. In the same way, teachers who are trained to use CAI and cooperative learning in quality professional development programs notably and effectively can change their teaching practices. Technology-based instruction in the classroom requires training. High-quality professional development is ongoing staff development at the school site for administrators, teachers, and other instructional staff to understand student needs and improve results (National Staff Development Council, 2004). Teachers at the targeted school come to the table with varying levels of ability, technology skills, and knowledge of computers. Professional development is a key factor in providing teachers with the mechanics that assist in understanding and applying the technology in differentiated instruction. The staff at the targeted school receives monthly technology-based professional development. The goals of the professional development sessions are well defined. According to Joyce and Showers (2002), effective professional development includes ongoing modeling, practice, feedback, and reflection over time. In a typical coaching model, literacy coaches and teachers engage in a cycle of demonstration, observation, and reflection (Mraz et al. 2009). Together, both participants demonstrate, observe, reflect, and consider how such teaching decisions influence students. Another level of reflection occurs when the coach and teacher consider the learning outcomes of the students. As this happens, teachers develop a vested interest in coaching and start to see the benefits of reflection within their practice. Oftentimes, such awareness inspires teachers to continue their engagement in professional development and reflection. They become stakeholders in their own learning and seek ongoing support from their literacy coach. Differentiated support, based on teachers individual needs and learning styles, is crucial for the work of a literacy coach. Learning happens within teachers, not to them (Tomlinson McTighe, 2006). One-size-fits-all professional development focuses on the dissemination of the same information to teachers and does not consider application or individual learning styles. Yet teachers are unique in terms of their pedagogy, experience, and content knowledge. Therefore, learning should be differentiated to provide multiple options for taking in information, making sense of ideas, and sharing the information learned (Tomlinson McTighe, 2006). If teachers are expected to provide instruction responsive to students’ learning style needs, it is essential they be provided with the training and experience necessary to do so (Evans Waring; Honigsfeld Schiering, 2004). However, teachers who effectively implement the experiential approach do not focus on the hands-on nature of constructivist experientialism to the exclusion of serious mental involvement. Indeed, students must also interact mentally through reflection and conceptualization of their experiences (Kolb Kolb, 2009). The implementation of this involves active experimentation and concrete experiences in the hands-on stage and reflective observation and abstract conceptualization in the minds-on stage (Young, 2002). Traditionally assessments have been used to measure how much our students have learned up to a particular point in time (Stiggins, 2007). This is what Rick Stiggins alls assessment of learning and what we use to see whether our students are meeting standards set by the state, the district, or the classroom teacher. These summative assessments are conducted after a unit or certain time period to determine how much learning has taken place. Although Stiggins notes that assessments of learning are important if we are to ascribe grades to students and provide accountability, he urges teachers to focus more on assessment for learning. These types of assessment — formative assessments — support learning during the learning process. Thomas R. Guskey suggests that for assessments to become an integral part of the instructional process, teachers need to change their approach in three important ways. They must 1) use assessments as sources of information for both students and teachers, 2) follow assessments with high-quality corrective instruction, and 3) give students second chances to demonstrate success (2007). In differentiated classrooms everywhere, a resounding mantra is Fair is not equal; fair is getting what you need. Assessments enable us to determine what students need. But for our assessments to be accurate, we need multiple measures of student understanding. We need evidence gathered over time in different ways to evaluate how effective the teaching and learning process has been. Tomlinson and McTighe (2006) suggest that when we gather a photo album rather than a snapshot of our students, we can differentiate instruction based on a more accurate evaluation of our students learning needs (Dodge). A students opportunity to learn is the single most important student success variable that schools can control. This seems straightforward, but researchers have discovered that, in many schools, the learning continuum is divided into three disparate entities: the intended curriculum, the implemented curriculum, and the attained curriculum. The intended curriculum is content specified by school or external measures (e. g. , national content standards). The implemented curriculum is content actually delivered by teachers. And the attained curriculum is what students learn. While most parents (and educators) assume congruity between the three entities, the discrepancy between them is, in practice, often surprisingly pronounced, in part because when teachers use the textbook as the curriculum for a course and cannot cover all the material, they commonly make independent and idiosyncratic decisions about what should be covered — directly influencing the students opportunity to learn. Research on OTL establishes a compelling argument for curriculum articulation.

Countering the Culture of Sex :: Teen Pregnancy Ellen Goodman Essays

Countering the Culture of Sex Over the past twenty years teenage pregnancy and the spread of sexually transmitted diseases between teenagers have been growing problems in the United States. In two articles, â€Å"Countering the Culture of Sex,† by Ellen Goodman and â€Å"Moms have strong impact on teen sexual activity,† by Daniel B. Wood solutions are brought as to how we can solve these growing problems. One text spends its time picking at the media, while the other shines the light on parents and guardians. Both writings push our society to see what is happening to the teenagers of our country, and asks our citizens to do something about it. While there is no clarity as to which paper has a greater understanding of how to solve this matter, by combining the ideas of both texts a solution is brought about that is sure to make an impact positively for this cause. In â€Å"Countering the Culture of Sex,† by Ellen Goodman, the author paints the portrait of a community that sells sex to kids just as easily as it sells any merchandise. Goodman says that the images broadcast to teenagers day in and day out creates this illustration of a world with no consequences for unprotected acts of sexual behavior. She says that teenagers are more greatly influenced by their favorite television stars than they are by their own parents. Teenagers are watching their favorite celebrities having unprotected sex with no â€Å"reality†. Television does not show its characters getting pregnant at sixteen or contracting HIV. The argument in this literary work is that children are fed a false image of sex and thus do not know what they are getting themselves into when they have unprotected sex. The author calls on Congress to get involved, â€Å"These messages that kids actually listen to ought to be piped into the hearing rooms where Congress is busy c oncocting a new welfare policy†. Goodman wraps up the article with a little sexual truth-in-advising, â€Å"one part passion to two parts diapers†. In â€Å"Moms have strong impact on teen sexual activity,† by Daniel B. Wood, the idea of parents having greater influence on their children than our society has given them credit for in recent years is used. Wood claims that parents are the key to keeping our children from making the mistake of unprotected and uneducated sex. This article reports that â€Å"21 percent of boys and 19 percent of girls have engaged in sexual intercourse before the age of fourteen.

Movie Review-Sydney White Essay

â€Å"Sydney White† is a story about a tomboy named Sydney White, who was raised up by her foreman father and a group of construction workers since her mother died nine years ago. In this movie, Sydney White is set to be a freshman in a college. She is a happy go lucky girl. When it was the age for Sydney heading to the college, she decided to enroll and joined her late mom’s alma mater sorority which her mom proud and cherished much. She believed that by doing so, she will get closer to her mom and have the chance to experience the life which her mom went through before. As a legacy, Sydney was successfully chosen to be one of the Kappas in the college. On the first day, Sydney met Dinky, a nice, cute kappa legacy as her roommate. While both of them were on the searching to Kappa sorority house, Sydney’s naive, sincere and her candour had stole Tyler Prince’s attention, which is the president of Beta sorority house. He is a good-looking and smart man. He was then kind enough to offer himself to be the guide for both of them to the Kappa sorority house. Sydney had a great chat with him and this was seen by Rachel Witchburn, the princess president of the Kappa sorority house. Rachel is a pretty and confident girl, and is very conscious on her appearance and fame in the college. Sydney who had been in the limelight since the very first day had boosted her jealousy and as a result, Sydney had some confrontation with her. This is followed by kicking out Sydney from Kappa sorority house by giving the excuses that Sydney did not fulfill the condition to be a kappa. Sydney ended up living in the Vortex, a soon-to-be demolished house and also the home to seven great geeks or dorks in the college. However, Sydney had never give up for what she had received. In fact, she found some kindred spirit with the seven dorks. Her altruism made her felt that they, the resident of the Vortex have the same right as the Kappas and Betas in the college, she then rallied the seven dorks, asked them to stand up and voice out their rights by joining the student council. With the determination and cooperation from the seven geeks, plus some helps and supports from Tyler and schoolmates, in the end, Sydney was successfully been elected to be the new president of student council in the college. The movie â€Å"Sydney White† is an idea taken from the story â€Å"Snow White and the seven dwarfs†. Sydney White is the new and modern version of Snow White. I personally like the plot of the story. It is great and well arranged. Despite the good messages, determination, tolerance and the success of the hard work, the story also put in some problems that might be faced by the people especially students nowadays. For example, discrimination to the geeks, bullying, lack of confident in handling problems and confrontation. The story taught the people how to face and handle the problems and obstacles in our life. As we know that, life is not always smooth and easy, people need to learn how to handle it. Sydney White’s determination in facing the problems and confrontation between her and Rachel had been a good example and indication that we must not easily give up something in our life. Overall, it was a nice movie and I enjoyed watching it very much.

Cultural Dimensions In Advertising

SCHOOL OF COMMUNICATION CMNS 323-4 (W)* (D100) Instructor:Brad KingSpring Semester 2012 Email: [email  protected] ca Burnaby Day Twitter: @btcking ————————————————- CULTURAL DIMENSIONS IN ADVERTISING Prerequisites: 60 units, including two of CMNS 220, 221, 223 or 226. CMNS 362 or 363 is strongly recommended. Overview: Advertising is everywhere in contemporary society. From television and the Internet, to newspapers and magazines, people are exposed to thousands of advertising ‘impressions’ every day.Beyond individual ads, media convergence, and the quest for ‘synergies’, has increasingly transformed all forms of culture into tools of marketing and promotion. What are the social, cultural, and political implications of these developments? How does advertising and ‘promotional culture’ affect the society in which we live, our value str uctures, belief systems, and our ideas about what constitutes ‘the good life’? Our primary objective is to critically explore contemporary advertising, as it connects to larger questions of society and culture.Our focus will NOT be on the ‘nuts and bolts’ of the advertising industry, nor will the course teach you how to create advertising campaigns, or how to design marketing strategies. Instead, we will draw upon different critical theories and empirical research methods, as a means of reflecting upon the broader social and cultural dimensions of advertising. We begin with a discussion of the relationship between advertising, promotional culture, and a social, economic, and cultural environment dominated by commodification.We then examine some of the dominant characteristics of post-modern advertising and promotional culture, using case studies of the representation of capitalism and the emerging phenomena of ‘green marketing’. In the latter h alf of the course, we broaden our focus beyond advertising texts to consider themes such as the marketing and promotion of pharmaceutical drugs, the commercialization of children’s culture, globalization, political advertising, consumer research and new media. _________________ This is a writing-intensive course. Students who began their degrees in Fall 2006 onwards must successfully complete at least two (W) courses, at least one of which must be upper division, preferably within the student’s discipline. It is strongly recommended that students take one (W) course as early as possible, preferably in their first 30 credits hours. Students are required to complete their first (W) course within their first 60 credit hours. †¦. over Course Format: The course is organized around a series of weekly themes that will be explored in lectures, readings and tutorial discussion.While there will be some overlap between the lectures, readings and tutorials, there will also be important material that is only covered in one or the other. In other words, you are expected to do the readings, attend the lectures and the tutorials to cover all the material that you will be tested upon and which you will have to draw upon in your research projects. Given that the course is writing-intensive, substantial tutorial time will be devoted to exercises and discussion designed to improve the writing skills of students.Participation in these exercises is a mandatory component of the course, thus students should be prepared to attend all tutorial meetings. The course is organized around a series of weekly themes that will be explored in lectures, readings and tutorial discussions. Required Readings: All course texts will be available on the course wiki. Grading: Grading is subject to confirmation in class. This is a tentative outline and subject to change. Creative Ad Project30% Final Paper55% Tutorial Participation15%The school expects that the grades awarded in this c ourse will bear some reasonable relation to established university-wide practices with respect to both levels and distribution of grades. In addition, The School will follow Policy S10. 01 with respect to Academic Integrity, and Policies S10. 02, S10. 03 and S10. 04 as regards Student Discipline (note: as of May 1, 2009 the previous T10 series of policies covering Intellectual Honesty (T10. 02) and Academic Discipline (T10. 03) have been replaced with the new S10 series of policies). Cultural Dimensions In Advertising SCHOOL OF COMMUNICATION CMNS 323-4 (W)* (D100) Instructor:Brad KingSpring Semester 2012 Email: [email  protected] ca Burnaby Day Twitter: @btcking ————————————————- CULTURAL DIMENSIONS IN ADVERTISING Prerequisites: 60 units, including two of CMNS 220, 221, 223 or 226. CMNS 362 or 363 is strongly recommended. Overview: Advertising is everywhere in contemporary society. From television and the Internet, to newspapers and magazines, people are exposed to thousands of advertising ‘impressions’ every day.Beyond individual ads, media convergence, and the quest for ‘synergies’, has increasingly transformed all forms of culture into tools of marketing and promotion. What are the social, cultural, and political implications of these developments? How does advertising and ‘promotional culture’ affect the society in which we live, our value str uctures, belief systems, and our ideas about what constitutes ‘the good life’? Our primary objective is to critically explore contemporary advertising, as it connects to larger questions of society and culture.Our focus will NOT be on the ‘nuts and bolts’ of the advertising industry, nor will the course teach you how to create advertising campaigns, or how to design marketing strategies. Instead, we will draw upon different critical theories and empirical research methods, as a means of reflecting upon the broader social and cultural dimensions of advertising. We begin with a discussion of the relationship between advertising, promotional culture, and a social, economic, and cultural environment dominated by commodification.We then examine some of the dominant characteristics of post-modern advertising and promotional culture, using case studies of the representation of capitalism and the emerging phenomena of ‘green marketing’. In the latter h alf of the course, we broaden our focus beyond advertising texts to consider themes such as the marketing and promotion of pharmaceutical drugs, the commercialization of children’s culture, globalization, political advertising, consumer research and new media. _________________ This is a writing-intensive course. Students who began their degrees in Fall 2006 onwards must successfully complete at least two (W) courses, at least one of which must be upper division, preferably within the student’s discipline. It is strongly recommended that students take one (W) course as early as possible, preferably in their first 30 credits hours. Students are required to complete their first (W) course within their first 60 credit hours. †¦. over Course Format: The course is organized around a series of weekly themes that will be explored in lectures, readings and tutorial discussion.While there will be some overlap between the lectures, readings and tutorials, there will also be important material that is only covered in one or the other. In other words, you are expected to do the readings, attend the lectures and the tutorials to cover all the material that you will be tested upon and which you will have to draw upon in your research projects. Given that the course is writing-intensive, substantial tutorial time will be devoted to exercises and discussion designed to improve the writing skills of students.Participation in these exercises is a mandatory component of the course, thus students should be prepared to attend all tutorial meetings. The course is organized around a series of weekly themes that will be explored in lectures, readings and tutorial discussions. Required Readings: All course texts will be available on the course wiki. Grading: Grading is subject to confirmation in class. This is a tentative outline and subject to change. Creative Ad Project30% Final Paper55% Tutorial Participation15%The school expects that the grades awarded in this c ourse will bear some reasonable relation to established university-wide practices with respect to both levels and distribution of grades. In addition, The School will follow Policy S10. 01 with respect to Academic Integrity, and Policies S10. 02, S10. 03 and S10. 04 as regards Student Discipline (note: as of May 1, 2009 the previous T10 series of policies covering Intellectual Honesty (T10. 02) and Academic Discipline (T10. 03) have been replaced with the new S10 series of policies).

Electronic Telebanking

Electronic Telebanking 1. Electronic/Tele Banking1.1. Overview of Electronic/Tele BankingFrom a general perspective electronic/Tele banking means the ability to have 24-hour access to the bank either through web based services, mobile services such as SMS banking or simply be able to transact through an automated teller machine (ATM).Electronic/Tele banking, also known as Electronic Fund Transfer or Electronic Financial Telecommunication, uses computer and electronic technology as a substitute for checks and other paper transactions and are initiated through devices like cards or codes that let you access the banks services. Many financial institutions use plastic cards (ATM cards, Debit cards, Credit cards or smart cards) and Personal Identification Numbers (PINs) for this purpose while phones make use of codes and PINs for transactions.Examples of Electronic Banking ServicesAutomated Teller Machines or 24-hour Tellers are electronic terminals that let you bank almost any time to withdraw cash, make depos its, or transfer funds between accounts.Block diagram of an ATM.Today it is common to see banks providing ATM services to other bank customers by charging a premium from the customer for such transactions.Direct Debits lets you authorize specific direct withdrawals so that recurring bills, such as insurance premiums, mortgages, and utility bills, are paid automatically.Personal Computer Banking also known as home banking lets you handle many banking transactions via your personal computer. For instance, you may use your computer to view your account balance, request transfers between accounts, and pay bills electronically.Point-of-Sale Transfers (POS Terminal Transfers) let you pay for purchases with a Debit Card, which also may be your ATM card. The process is similar to using a credit card, with some important exceptions. While the process is fast and easy, a debit card purchase transfers money - fairly quickly - from your bank account to the store's account. So it's...

Where to Find Privacy and Quiet Time in College

Where to Find Privacy and Quiet Time in College As much fun as it is to always have such interesting and engaging people around you in college, even the most outgoing of students need some privacy from time to time. Unfortunately, finding privacy on a college campus can be more of a challenge than you might think. So just where can you go when you need a few moments (or even an hour or two) to escape from it all? Here Are Some Ideas 1. Rent a carrel in the library. At many larger schools (and even some smaller ones), students can rent a carrel in the library. The cost usually isnt too high, especially if you consider how much youll pay a month for a quiet place you can call your own. Carrels can be great because you can leave books in there and know that theres always a quiet place to study without being interrupted. 2. Head to a large athletic facility when its not in use. Consider checking out the football stadium, track, soccer fields, or another athletic facility when there isnt a game going on. A space you might traditionally associate with thousands of people can be blissfully quiet when no events are planned. Finding a little nook for yourself in the stands can be a great way to get some time to just sit and reflect or even catch up on your long-overdue reading. 3. Cozy up in a  large theater facility when theres nobody there. Even if there is no play or dance performance scheduled until later this evening, chances are the campus theater is open. See if you can go inside for a great place to get some privacy as well as some comfy chairs to do your homework in. 4. Try your house or residence hall during mid-morning or mid-afternoon. Think about it: When are you least likely to be hanging out in your hall or house? When youre in  class, of course. If you want some privacy in a place that is familiar, try heading home during the mid-morning or mid-afternoon when everyone else is off in the academic buildings- if you dont have a class, of course. 5. Head to a far corner of the campus. Download the campus map from your schools website and look at the corners. What places dont you usually visit? Those are probably the places most other students dont visit either. If you have some time, head to a corner of campus that never gets any visitors and find a little corner of the world to call your own for a while. 6. Reserve a music studio. First and foremost, however: Only do this if youre sure theres plenty of extra studio space at that time- never steal this vital resource from the students who really need it. If there isnt much demand for space, consider reserving a music studio for an hour or two a week. Whereas other students will be practicing their violins and saxophones, you can put some headphones in and get some quality relaxation or meditation time. 7. Hang out in an art studio or science lab. If there arent any classes in session, art studio and science labs can be a funky place to get some privacy. You can have a phone conversation in private (provided theres no one else around to annoy)  or let yourself enjoy your creative side (sketching, painting, or maybe writing poetry?) while in a relaxing, calm environment. 8. Check out the dining hall during non-peak hours. The food court itself may not be open, but chances are you can still go and snag one of the comfy booths or tables (not to mention get a Diet Coke refill when you need it). Consider bringing your laptop so you can have some privacy while catching up on emails, Facebook, or other personal tasks that are hard to do with a ton of people around. 9. Wake up early and explore an entirely new part of campus.   It sounds horrific, but waking up early every now and then can be a great way to get some privacy, spend some time in self-reflection, and gain perspective. After all, whens the last time you had a few moments by yourself to go for a great morning run, do some morning yoga outside, or just go for a quiet walk around campus? 10. Stop by a campus chapel, temple, or interfaith center. Heading to a religious location may not be one of the first things that comes to mind when you think of where to go for privacy, but campus religious centers have a lot to offer. Theyre quiet, open most of the day, and will provide you with some time to reflect and process on whatever you need to for as long as you need to. Additionally, if youd like to get any spiritual counseling while youre there, theres usually someone you can talk to.

Journal 5 Essay Example | Topics and Well Written Essays - 250 words - 11

Journal 5 - Essay Example Politically, Roman Empire was based on Christianity values as Pope Leo II was involved in government affairs as he was crowned the Frankish King on Christian’s days as Roman Empire. This was different from the Classical Greece as there was no involvement of Christianity in the political systems of Classical Greece. In the Classical Greece, the Athenians were helped by the Spartan troops to overthrow their king known as Hippias. The same political war or fight for power was involved in Roman Empire at the period of trouble in the reign of commandos when Alexander Severus was assassinated. The Roman Empire troops were more powerful than the Classical Greece troops as the Athens were helped by Spartan troop to overthrow government (Mattingly 14). In respect to culture, Roman Empire upheld two ethnic group’s culture while the classical Greece culture composed of cultural practices from different western communities. Roman culture was from Latin and Greek while the classical Greece was from western civilization or western communities. In making the conclusion, I analyzed both classical Greece and Roman Empire culture, life style, social, political and economic life (Mattingly