...1. Stereotypes, narratives, ideologies and discourses are devices that, in different ways according to different theorists, fortify media power. Critically analyse how these devices work, according to various theorists, and reflect upon which best explains communicative power. The social construction of reality is mediated through the communicative powers of stereotypes, narratives, ideologies and discourses and the media is extremely powerful in communicating messages with these devices. It will be argued that discourses are the most powerful communicating device used by the media in the postindustrial era today. Furthermore as per Croteau & Hoynes (2014, p. 9), the analysis will focus on recognised mass media that is readily available in print, film, radio, television, sound recordings and the Internet. Poststructuralists within sociology examine the structures of society and human agency. Human agency or action is influenced by sociocultural factors such as ideology that shape human identity and act subconsciously over an individual. Ideology is the system of meaning that helps explain, define and make value judgments about the world (Croteau & Hoynes 2014, p. 152). As we live in an interconnected world there are many ideologies as there are social structures in any given society. Related to this is that dominant ideas are hegemonic. Marx created the superstructure, which is the domain of ideas for example religion, legal structures, family, institutions...
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...Brenda A 35-minute narrative observation was conducted on March 4th, 2016 from 11:00- 11:35. Brenda was observed in her home room during her literacy period. Students were expected to independently write the main idea of a Charles Darwin story they had read the previous week. Brenda was absent the day the class read the story, to catch up with the class, at the beginning of this week (2/29) Brenda read the story out loud with her teacher. During the observation period, she was unable to complete the independent writing task and worked with the teacher in a small group with four other students who were also absent the previous week. Students in the small group took turns reading paragraphs out loud, when not their turn they were to follow...
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...EOC Charter School Case management Log Student Name: ________Camacho, Keila___________ Areas to Review: Achievement __ Attendance __ Behavior __ Completing Assignment/Homework: All __ Most __ Some __ None __ Attendance: Days ___ Hrs__ Min ___ Behavior Codes: 01 | Continually Uses Positive behavior | 11 | Foul Language | 21 | Leaving Class w/o Permission | 31 | Sexual Harassment | 41 | Use of Firearms | 02 | Tardy - mild | 12 | Lying | 22 | Vandalism – not tagging | 32 | Rape/Sexual Assault | 42 | Poss of Firearms | 03 | Tardy - Severe | 13 | Not Following Directions | 23 | Tagging | 33 | Distribution of Drugs | 43 | Poss of other Weapon | 04 | Absences | 14 | Encouraging Misconduct | 24 | Fight w/o Weapon | 34 | Poss/Use of Tobacco | 44 | Use of other Weapon | 05 | Not Responding | 15 | Cheating | 25 | Fight w/ Weapon | 35 | Poss/Use of Alcohol | 45 | Bus Violation | 06 | Not Doing Work | 16 | Dress Code | 26 | Threat w/o Weapon | 36 | Poss/Use of Drugs | 46 | Cell Phone | 07 | Disruptive - Mild | 17 | Sleeping/Head down | 27 | Threat w/ Weapon | 37 | Robbery w/o Weapon | 47 | Other Disruptive Device | 08 | Disruptive - Severe | 18 | Missed Detention | 28 | Bullying/Harassment | 38 | Robbery w/ Weapon | 48 | Talking | 09 | Defiance - Mild | 19 | Computer Misuse | 29 | Hate Crime | 39 | Auto Theft | 49 | | 10 | Defiance - Severe | 20 | Restricted Area Violation | 30 | Gang Activity | 40 | Theft Larceny | 50 | | Academic Interventions: ...
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...responding and composing. 13. A student reflects on own processes of learning. ------------------------------------------------- Task ------------------------------------------------- You must have the following tasks to include in your Discovery Portfolio of Work. It should be a reflection of your developing understanding of this concept and your skills in responding to and composing texts. ------------------------------------------------- You will have class time to complete many of these tasks, but will be required to spend time at home working on your portfolio. ------------------------------------------------- Tick off each task as you complete it. Timeline for completion of the task Aspects of this timeline may change to accommodate things which arise during the term. Please be prepared on the correct days so that you can actively participate in the stated tasks. Week&Task Number | 5Task One | 6Task Two | 7Tasks Three | 8Tasks Four & Five | 9Task Six | 10Task Seven | Suggested Due Dates | 4th November You will be given half the period to complete.Marked by Kang | 10th NovemberYou will be given half the period to complete.Marked by Tweedie | 17th NovemberTask ThreeYou will be given half the period to complete.Marked by Dossetor | 25th NovemberTask FourYou will need this be ready to hand in at the beginning of the class.Marked by Kain28th NovemberTask FiveYou will be given half the period to complete.Marked by Jobe | 1st DecemberYou will be given...
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...SILLIMAN UNIVERSITY COLLEGE OF BUSINESS ADMINISTRATION NARRATIVE REPORT Name: Jane G. Macasa Course & Year: BBA Management IV Topic: Pract 1 – M (D) Date & Time: June 25 – July 18, 2013 I. Introduction Under Practicum 1 of Mr. Montenegro, we the 4th year students of BBA Management are required to give our opinions and observations regarding the operations from its opening until yesterday activity. In this report, each member of the group is given opportunity to speak up their thoughts, assessment and critics. II. Knowledge / Learning Acquired Planning is really one essential thing before establishing businesses. What to do first, what to do next, and what to do then must be carefully set and agree by the group doing the planning. In the operations, teamwork is a must. Though I still don’t know them so much at the beginning, I tried to be part and close to each member of the team for the purpose of promoting mutual interests. In addition, it also helps me adjust what behavior should I project to them. It’s really nice to have friends. I really enjoy the activity. Making ties with people is cool especially knowing that we will be compensated with our hard work at the end of the semester. III. Observation With the feasibility study took up by most of the members in the kiosk, they usually come tired and lack of sleep and sometimes they don’t because of meetings. But I admire their tenacity for they able spare time for duty. Well...
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...Evan Hartman 3/15/16 Writing & Film 12 Years a Slave Notebook Class Notes * Mise-en-scene is pretty much everything you see through the entire camera during a scene. The director picks everything and anything that is in the shot. * When looking through my camera during class, I think the lights need to be dim; the walls need to be painted a dark tan to make the room darker than the white walls would. I would take out the desks sitting in the middle of the room and have everyone sitting closer to each other. There needs to be tile floor so you can hear his heavy footsteps as he enters the room. The sound of his footsteps would let you know his attitude. The camera needs to be at a long angle with a medium shot when showing him walking into the room. The camera should also get higher as he gets closer to the students. I would have windows instead of the room not having windows so it will let in the sunlight. The camera would be in front of the room panning every ones reaction to the teacher walking in. The student’s faces would be terrified and shocked because the teacher would be freaking out. * The second option would be film this scene in Warde 4th floor. I would film it there because it is an older and creepier setting than the viewing room would be. * The Hanging scene- Costumes * Worn down * White * Boots * Cowboy hat * Coat * The whites had nicer clothes than the slaves do; the slave’s clothes are worn down...
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...Abstract Students who do not learn to read at or close to grade level by the end of elementary school enter the secondary grades unable to meet the demands of their content area classes. The students within these walls came to me with their own uniqueness and various degrees of capabilities. Students were selected based upon their need for improved reading comprehension. After interviewing the classroom teachers (there were 4 different ones) and observing students in their classroom setting the research students were selected. I met with each student individually to get an estimate of what their reading levels might be. The four components of CSR (preview, click and clunk, get the gist, and wrap-up) can be used to stimulate student’s motivation to read, help with decoding print, and comprehend and respond to text. Researchers believe it has improved their students’ reading comprehension, increased their vocabularies, and enhanced cooperative skills, Student’s process over the long term will be evaluated based upon their ability to begin to show automaticity in utilizing the strategies learned as part of CSR. The acquisition of content comprehension can be evaluated by observing students as they interact and use dialog in their cooperative groups. Educating Exceptional Children: Using Collaborative Strategic Reading Statement of the Problem Research states that there is approximately 20% of elementary school students are at risk for reading failure. 5-10% of those students...
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...Oshien Nellissery ENC 1101 – 531 Professor Leonard Miller January 21, 2014 That Was So Hard “Okay, now who wants to get this book Oliver Twist by Charles Dickens?” asked the teacher. “Me”, a meek voice answered. Yup, that was me, little Oshien, checking out books from the 4th grade teacher. What a nerd! From that day onwards my love for reading blossomed, I went crazy reading books and not paying attention to class, missing out on a very vital part of childhood; socialization. I would spent hours and hours reading a book from cover to cover and sometimes glance through the window where the children would be playing on the field and think, “this is so much more clean and fun”. That’s how I became a very shy, not so social person. I grew up reading books such as The Princess Academy by Shannon Hale and Oliver Twist by Charles Dickens. But this was before I moved to America. After I moved, the books I started reading were a bit less social novels and a bit more cartoonlike. Books such as Captain Underpants, Judy Moody and Stink: The Incredible Shrinking kid. This was also the time when I got a Garfield book and loved the plot so much that I decided to rewrite it again. But gave up halfway through the writing process. Since then I kind of gave up on writing and stuck to reading. The main reason on which I gave up on writing was because none of my thoughts would come out the way I intended them to be, even if I were to fix the sentence it would only sound even worse than...
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...Krina Patel Ms. Cherney English 1101 14 September 2015 Literacy Narrative As a child, I always wanted to become a doctor. “What kind of doctor” was the question I asked myself? I was about to start my senior year of high school, but still asked myself the same question. However, senior year in my Biomedical Engineering class I was told each week I had to research an article that was somehow related to the class. I had to read the research/article thoroughly, write a three to four page research paper and present my findings in front of the class. At first I wasn’t so eager about the assignment, because not only I hate writing but also reading. However by doing these research papers helped me shape my career aspiration and also helped prepare me for college level research papers. The first article I read that grabbed my attention was “Thoughts Control Robotic Hands”. The article talked about how a group of researchers at the University of Pittsburgh have implanted an array of electrodes into the motor cortex of a patient’s brain enabling...
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...stair up” by the Scottish novelist С. Nairne. Campbell Nairne who was born in Edinburg and became popular due to her two books “One stair up” and “Stony Ground”. The given extract is a description of the attendance of the cinema by two youngsters Rosa and Andrew. They are representatives of the working class? And they have different aims of visiting cinema that was the reason of developing of the conflict between them. The theme of this extract is the problem of misunderstanding between Rosa and Andrew. The main idea is a different attitude to things, different word vision and different motivation. The book belongs to the belles-letters style, the story is told by the 3rd person narration, but also we can find the 1st person narration (the text is partially narrative). The language of the extract is rather simple, the author used a lot of compound sentences and a lot of colloquial words that help the reader to feel the atmosphere in the cinema and the thoughts and inner condition of the main heroes. The whole story can be divided into 4 logical parts: 1st coming to the cinema, 2nd Rosa and Andrew begin to watch the comedy, 3rd the comedy itself, 4th Rosa’s and Andrew’s dialog. The plot structure of the extract is closed, because there are all elements. The exposition when the heroes come to the cinema, and their first impression from the atmosphere of the luxury. The story itself begins with talking of their sits and Rosa’s question about the film, there author...
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...identify their management communication styles and will assess and improve their effectiveness in the areas of interpersonal communications, group dynamics, diversity, motivation, team building, and conflict resolution. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Hynes, G. E. (2011). Managerial communication: Strategies and applications (5th ed.). New York, NY: McGraw-Hill....
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...11th Grade Afro-Asian Literature Course Syllabus | Educ 508 – Principles of College Teaching | Submitted by:Jonathan Jay F. BaniagaSubmitted to: Dr. Wilhelmina Q. Tomas | LONDON.MANILA.TOKYO.SEOUL Tomoeda Academy Tomoeda Academy Julia Vargas Avenue, Ortigas, Pasig City 11th Grade World Literature Course Syllabus Mr. Jonathan Jay F. Baniaga 2015- 2016 I.Subject Code: English 101a II. Subject Description: Afro-Asian Literature III. Credit Units: 3 IV. Pre-Requisite: none V. Duration: 18 weeks (54 hours) – 1 meeting per week (3 hours per class session) VI. Course Overview: Afro-Asian Literature is a survey course in reading and writing. The text focuses on selected works of Afro -Asian literature ranging from 3,000 B.C. to the present and is augmented with a wide array of novels and other supplemental materials. All literary genres will be covered. Students are expected to critically read all genres of literature and write cohesive, clear, and well-structured analyses/critiques about what they have read. Students will write a variety of rhetorical modes and for a variety of purposes including narration, information, and persuasion. Students’ papers will reflect a sophisticated level of original analysis and include references to the read text or to outside sources where appropriate. VII. Course Objectives: Students...
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...and Skill Acquisition: This is a course in the history of the human community from approximately 1500 C.E. to the present. The course differs from the traditional Western Civilization class in that the entire world rather than Europe alone is the focus of study. The central questions the course will ask are these: What is Modernity, that is, what do we mean when we ask of "the modern world" in which we live? How have the political, social, cultural, and economic forces that we associate with modernity changed our world and its people during the past 500 years? Why has the intercommunication, interaction, and interdependence of the peoples of the world become so much more intense during the past 500 years than they were in earlier ages? How and why did western civilization rise to global domination in the eighteenth and nineteenth centuries, and how has the challenge of western power and cultural prestige affected the course of history of all the World's people? Finally a question that we should be asking throughout the semester: how have the patterns of world history over the past 500 years determined or affected 1) the way we now live and think, and 2) our prospects for peace, prosperity, and the "pursuit of happiness" in the coming decades? This course is NOT primarily a narrative survey of civilizations, dynasties, and nations. The history of humankind is more than the sum of the histories of particular countries or empires. The most important developments in history...
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...LITERACY NARRATIVE Literacy Narrative Tyler Francis English 191 September 12, 2012 I've loved to read and write ever since I was taught my ABC's for the first time. It's been a huge part of my life in a lot of different aspects. I learned how to read when I was three years old because I went to a daycare where I was the youngest kid and the only one who couldn't read. Reading and writing just stuck with me after that. After I started reading better than my older daycare-mates, school was ready for me to conquer. The school put me with older kids right away and I was in English class with 3rd graders when I was in kindergarten. It helped me out with making friends and I always got along with older kids better than my own classmates. Elementary school is my favorite time of my life so far, because of all of the little things I learned from school and the kids that were around me and I don't think it would have been even close to how fun it was if it weren't for me being able to read so young. My love for reading stayed with me through junior high and high school too. I started reading more historical and biographical books than adventure and story books as I got older. My favorite books went from the “Harry Potter” series to Albert Einstein and Abraham Lincoln biographies. Starting in high school too, I got more into writing than before. I would try writing stories when I was in 4th or 5th grade, but I could never write more than two pages without me changing the whole...
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...As a rural community, students come from a variety of socioeconomic backgrounds. The school is flanked by two large, primarily wealthy neighborhoods that account for a large number of Apison students. However, according to the National Center for Education statistics [NCESC] (2014), almost 40% of students qualify for free or reduced lunch. Many of the families with lower income own small farms in this rural community. Even with the diversity of students’ socioeconomic backgrounds, Apison consistently does well on standardized state tests. 72% of their students scored proficient on the reading/language arts standardized test, and 85% of students scored proficient on the math standardized test (NCESC, 2014). In the fourth grade at Apison, class sizes average about 19-21 students. Classes are semi-departmentalized, with each fourth grade teacher responsible for the subjects of reading and writing. The curriculum closely aligns with the Tennessee State Standards and students are expected to perform well on standardized state assessments. The subject of writing is taught for an average of 45 minutes every school day. The writing content being taught has shifted significantly over the past two years in response to new standards and assessment formats. There is more emphasis on informational text and informational writing than ever before. High-stakes testing and changing assessment formats have both teachers and students feeling the pressure to meet the demands of the newly adopted...
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