Performance Management at Jet Food Services Essay Example for Free

Performance Management at Jet Food Services Essay It is now the end of Sampada’s first year as regional manager for Jet Food Services. As regional manager, Sampada supervises a total of ten districts, each of which has a manager responsible for sales and service to customers in that area. Jet Food provides contract food services for hospitals, schools, colleges, business firms, and other institutions that need meals prepared on site but that do not wish to be responsible for operating such services. Jet Food Services hires all necessary kitchen employees, purchases all supplies, and prepares meals in accordance with specifications agreed on with customers. The district manager is responsible for coordinating all customer activities. This includes planning, budgeting, hiring and supervising Jet`s on-site representative (customer service manager), customer satisfaction, and contract renegotiations. Sampada was recruited after years of experience as director of food services for a multicampus university. In that job, she had oversight responsibility for the food services at several campuses. The Jet Food position offered an opportunity for continued growth and advancement. In her first year, Sampada has concentrated on getting to know the district managers and the customers with whom they work. She spent more than a week with each district manager and visited each customer with him or her. At this point, she feels comfortable with her job and the knowledge she has gained of both operations and personnel, and it is time to appraise the performance of the district managers and to schedule review meetings with these employees. Sampada`s assessment of Ranjan: Ranjan is the longest term district manager in Sampada’sregion. He completed less than one year of college, held several short term jobs, and then joined Jet as a shift supervisor of the company`s services at a large college. At present, he is completing twelve years of employment with Jet. He has been a district manager for three years. In working with Ranjan, Sampadahas observed his strengths, along with some problems. Ranjan has a talent for working with people, Jet employees and customers alike. In fact, in his years with Jet, no customer he worked with has ever switched to a competitor. Many on-site supervisors recruited, trained, and supervised by Ranjan have gone on to become managers of other districts.On the other hand, Ranjan’s unhealthy eating habits – despite doctors` warnings – have contributed to some serious medical difficulties. During the past year, Ranjan was out of work for three months with gallbladder and heart problems, attributable in part to obesity. And Ranjan’s behaviour towards others can be overbearing. Sampada kept track of her phone calls from district managers during the year, and there were more calls (or messages) from Ranjan than from the other nine district managers taken together – calls to promote or advertise his own efforts. Although Ranjan can be charming, he has started to be loud and rude with regional personnel whom he perceives as excessively rule – oriented. All in all, Ranjan’s style and appearance have become entirely different from what Sampada is accustomed to in colleagues and employees.Further, it has been announced that Sampada’s region is going to be expanded and that a new position, that of assistant regional manager will be created. Ranjan has made it clear that as Jet`s longest tenured district manager in the region, he feels entitled to this promotion. However, Sampada does not feel she could work with Ranjan as the assistant regional manager. She feels that their management styles are too different and that Ranjan’s behaviour might irritate regional and corporate personnel. As Sampada looks over Jet`s performance assessment and management instrument, she realises that her honest assessment of Ranjan’s performance in his current job is generally excellent. She glances at the last page of the assessment and management form and the overall ratings from which she will have to choose. Jet`s overall rating system is on a 1-10 scale, with 10 as outstanding; 7-9, different degrees of excellent performance; 5-6, satisfactory; 3-4, below average; and 1-2, unacceptable. Sampada is uncertain as to what overall rating to assign. If she gives Ranjan too high a rating, he will expect to be promoted. If the rating is too low, Ranjan will doubtless be angry, feeling that an injustice has been done. Ranjan`s Self-Assessment and Management: Ranjan sees himself as different from the other district managers. An outgoing, gregarious type, he loves to visit his customer locations and work with his company`s personnel. His idea of a successful day is one spent teaching a customer service manager a new operating procedure or management technique. In fact, Ranjan is known to roll up his sleeves and teach Jet employees a new recipe or how to improve an existing dish.Ranjan has worked for several district managers and has always liked to keep them informed about his activities, sometimes phoning two or three times a day. From discussions with Sampada, he is aware that she thinks many of these calls are not necessary, but he wants her to know how things are going with his employees and customers. He is also aware of Sampada’s views regarding his ignoring medical advice. Ranjan is proud of his career and of what he has been able to do without much higher education. He feels he is qualified to become a regional manager, and he looks forward to the possibility of promotion to the new assistant regional manager position as a step toward this ultimate goal. Ranjan’s Assessment Rating: In reviewing the situation, Sampada decides to give Ranjan an overall rating of 6. She feels justified, given that Ranjan did miss months of work as a result of neglecting his health. She knows that Ranjan will expect a higher overall rating, but she is prepared to stand behind her evaluation. Sampada then goes back to considering the separate ratings she will assign and to making plans for their feedback review. Questions:1 How would you describe Sampada’s approach to the assessment and management of Ranjan’s performance? 2 Are Sampada`s concerns with Ranjan’s performance legitimate? Will Ranjan have justifiable reasons for feeling dissatisfied with the assessment and management results?

Child sexual abuse victims Essay Example for Free

Child sexual abuse victims Essay I. STATEMENT OF THE PROBLEM Sexual abuse of children is a harsh fact of life in our society. Child sexual abuse is a form of child abuse in which an adult or older adolescents uses a child for sexual stimulation. Forms of child sexual abuse includes asking or pressuring a child to engage in sexual activates, regardless of the outcome, indecent exposure to a child with intent to gratify their own sexual desire or to intimidate or groom the child, physically sexual contact with child or using a child to produce child pornography. A child abuse victim can result in both short term and long-term harm physically and emotionally. What would you do if you knew a child who became a victim? Thats a question everyone should be ready to answer if they want to protect our future generations. A. DEFINITIONS There is no universal definition for CHILD SEXUAL ABUSE VICTIM(S). However, a major characteristic of any abuse is the dominant position of an adult that allows him or her to force or coerce a child into sexual activity. Child sexual abuse may include fondling a childs genitals, masturbation, oral-genital contact, digital penetration, and vaginal and anal intercourse. (American psychological association, 2011) Other forms of abuse can also occur that are not as easy to detect. These include showing adults genitals to a child, showing the child pornographic or dirty pictures or videotapes, or using the child as a model to make pornographic materials. (Child advocacy resources) A victim of child abuse suffers from PSYCHOLOGICAL EFFECTS that have an immediate emotion. These effects of abuse cause isolation, fear and an inability to trust. This can translate into lifelong consequences, including low self-esteem, depression, and relationship difficulties. Researchers have identified links between child abuse and poor mental and emotional health, Cognitive difficulties, and Social difficulties. In one long-term study, 80 percent of young adults who were abused met the diagnostic criteria for at least one psychiatric disorder by age 21. Some problems include depression, anxiety, eating disorders, and suicide attempts. Other psychological and emotional effects include panic attacks, attention-deficit/ hyperactive disorder, depression, anger, and posttraumatic stress. (Child Welfare Information Gateway, 2008) PHYSICAL EFFECTS are defined, as immediate physical abuse can be relatively minor, such as bruises or cuts. It can also be very severe such as broken bones, hemorrhage, or even death. Physical effects in some cases can be temporary, however the pain and suffering they cause a child should not be discounted. Several studies have shown adults who experience abuse or neglect during childhood is more likely to suffer from physical ailments such as allergies, arthritis, asthma, bronchitis, and high blood pressure. (Child Welfare Information Gateway, 2008) B. STATISTICS 1. VULNERABILITY In over 90 percent of child sexual abuses causes, the offender is known and trusted by the victim. Grooming is the process used by the offend ender to recruiter and prepare a child for sexual victimization. It starts when the offender targets a specific child. While all children are at risk for victimization, certain factors make some children more vulnerable to sexual abuse than others. For example, a child is especially susceptible if he or she feels unloved, has low self-esteem, has little contact with committed adults or regularly spends time unsupervised. Sex offenders commonalty  engage children by spending time with them, playing games with them, and showing them special attention or giving them gifts. Older children or teens may be offered drugs or alcohol. Offenders forge an emotional bond through frequent contact, positive interaction and by conveying the child or teen that they understand or can appreciate their interests and concerns. In time the emotional bond leads to non-sexual physical contact which can take the form of physical play such as wrestling, affection, touching etc. In this way the offender tests the childs boundaries, gradually turning into sexual touch. Usually if the child is older the child starts to become uncomfortable or fearful of the sexual activity. Offenders typically threat the child to keep them from speaking up. Most child victims are caught in a web of fear, guilt and confusion as a result of the sex offenders grooming and manipulation. Sadly, many child victims remain silent about their abuse. (Bisquera) 2. INDICATORS OF CHILD SEXUAL ABUSE Indicators of child sexual abuse are varied and should always be considered in the context of what else is happening in a childs life. Any one indicator, on its own, is a sign that something may be impacting a childs well being. Some behavior indicators can be unexplained change in a childs comfort level (either attachment or fear) around any person in a position of trust. They could show abrupt changes in performance in school or home. A significant difference in the way the child socializes. For younger children, a sudden loss of skills could be a red flag. A child who was toilet trained could start wetting the bed. Abuse can an also include sexual behavior, often in front of others, such as self-exposure, masturbation, touching others peoples private parts, sexual language. In older children or teens this might be seen as promiscuous behavior. Physical indicators such as bruises, scratches, irritation/ itching around genitals that are not consistent with explanations of how they happened. A victim who is not sexually active could show signs of sexual transmitted diseases, such as crabs, herpes, and gonorrhea. They could also experience tenderness or soreness around areas of penetration. Finding blood in their stool or urine should also cause some concern when it is not explained by other conditions. Underwear is often where proof of abuse may exist. (Bisquera) C. EXPERT STATEMENTS 1. FREQUENCY OF OCCURRENCE Overall cases of child sexual abuse fell more than 60 percent from 1992 to 2010, according to David Finkelhor, a leading expert on sexual abuse. The evidence for this decline comes from a variety of indicators. It includes national surveys of child abuse and crime victimization. The crime statistics are compiled by the F.B.I analysis of data from the National Data Archive On Child Abuse and Neglect and annual surveys of school students in Minnesota. All of the data pointed in the same direction. From 1990 to 2010 cases of sexual abuse dropped from 23 per 10,000 children to 8.6 per 10,000 children. All of the subjects were under the age of 18. Researches found a 62 percent decrease. There was a 3 percent drop from 2009 to 2010. The Minnesota Student Survey also reported a 29 percent decline in reports of sexual abuse by an adult who was not a family member from1992 to 2010. They also saw a 28 percent drop in reports of sexual abuse by a family member. At the same time, the willingness of children to report sexual abuses has increased. They found that in 50 percent of sexual abuse cases, the childs victimization had been reported to an authority, compared with 25 percent in 1992. (Goode, 2012) 2. COMMON MOTIVES OF OFFENDERS Studies on who commits child sexual abuse vary in their findings, but the most common finding is that the majority of sexual offenders are family members or is otherwise known to the child. Sexual abuse by strangers is not nearly as common as sexual abuse by a family member. Reasearch further shows that men perpetrate most instances of sexual abuse, but there are cases that women are the offenders. Despite a common myth, Homosexual men are not more likely to sexually abuse children than heterosexual men. (American psychological association, 2011) About 73% of child sexual abusers report experiencing sexual abuse in their own childhood. Not all pedophiles are child molesters. Pedophilia is a clinical term that describes a person who has had repeated arousing fantasies, sexual urges, or behaviors related to sexual activities with children for at least six months. Pedophiles do not  necessarily have to act on their urges. Sexual offenders have the same attraction to children, but they act on their urges. Sexual offenders come from all backgrounds and social classes. They do their best to become friends with parents, and then they work to gain the childs trust. (64 facts of 2012) II. REVIEW OF THE LITERATURE A. HISTORY 1. THE RISE OF PUBLIC CONCERN Public concern about child abuse has steadily increased. The number of referrals to child protection services in recent years has risen every year since the 1960s. It is not clear if the increase of reporting is due to a higher incident of abuse or a widening of the definition of abuse. (Eileen, 2008) Sexual abuse of children was not taken seriously until 1964 when congress passed the Child Abuse and Prevent and Treatment Act. This established reporting requirements of suspected cases. Among some experts there was a tendency to deny that sexual abuse had lasting consequences. Researchers have now found that there are long-term emotional problems that surface. (Mintz,2012) A contributing factor to the growing public concern is also widely publicized deaths. Although the field of child protection services date back to the nineteenth century, public concern has rarely reached the present level of intensity. (Polsky, 1991) 2. CIVIL LAWSUITS Child abuse statues have been enacted in most states to provide civil immunity for those making good faith reports of suspected child abuse. Most states also provide immunity from criminal liability. Physicians, nurses and social workers are required to report suspected child abuse that comes before them in some states failure to report a case carries criminal penalties as well as civil liability. B. KEY ISSUES 1. WHAT ARE THE EFFECTS OF CHILD SEXUAL ABUSE? There are short term and long-term impacts of sexual child abuse. Depression, anxiety, amnesia, disengagement and numbing are just a few have the psychological and emotional responses victims experience. As children become adults they can suffer intimacy disturbance, making it hard for them to physically and emotionally have a healthy relationship. Suicidal thoughts and co-dependence are also long-term impacts of sexual abuse. WHAT TO DO IF YOU THINK A CHILD YOU KNOW HAS BEEN THE VICTIM OF CHILD ABUSE Speak up but choose the time and place carefully. Do not ask the child about his or her abuse in front of the person you think may be abusing the child. Ask them questions. Find out if anyone has been making them feel uncomfortable. They many not know they are being abused themselves or know its wrong. Follow up on whatever made you concerned. Ask in a non-judgmental way using the word I rather than you so they dont feel shamed. Building a trusting relationship with the child is also important. They should know how to say no and when something does make them feel uncomfortable, they should tell a trusted adult. Most importantly, children should know that some parts of their body are private. (RAINN, 2009) PROVING SEXUAL ABUSE Many child abuse cases must be proved using circumstantial evidence because direct evidence is not available. In many instances, the child is unable to tell what happened, and the offender does not ordinarily disclose the truth. Inferences are therefore very important in providing child abuse. Some sexual abuse requires proof of forcible compulsion. When the victim is a child, the child abuses often submits to the advances of adults who have parental or similar authorities over the child. (Tomas J., 2010) C. MOST RECENT RESEARCH 1. UNDERREPORTED AND LIGHTLY PROSECUTED Child abuse is greatly underreported and under estimated mostly because of the lack of an agreed- upon definition of abuse. Underreporting is related to several factors. Children over the age of 5 often care for or know their abuser. Therefore, they find themselves trapped between the need for affection and a sense that something is wrong. Cases of sexual child abuse are often lightly prosecuted because of minimal communication between  the prosecutors office and child protected services. 2. POSSIBLE COMPLICATIONS Some children overcome the physical and physiological effects of child abuse. Those with strong social support can adapt and cope with bad experiences. For many others, however, child abuse has lifelong consequences, For example, child abuse may result in physical, behavioral, emotion and mental issues. Some physical issues include disabilities and health problems. Abuse of others or frequent, causal sex with many different partners (sexual promiscuity) or teen pregnancy is an example of behavioral issues. Emotional issues can include low self-esteem, difficulty establishing or maintaining relationship, challenges with intimacy and trust. (Mayo Clinic, 2010) D. INFORMATION FOR THE EXPERTS 1. RESEARCH REGARDING PREVENTION STRATEGIES FROM EXPERTS Experts suggest correcting the imbalance between adult and children by empowering children. First off information is power. Children who know their own bodies are more likely to choose when, how, and by whom they are touched. Self esteem building and experts also suggest self-defense skills. Lastly children need resources. They should have a network of trusted adults they can turn to. (Torbin,2002) 2. PROTECTING CHILDREN FROM SEXUAL ABUSE The first step in protecting children from sexual abuse is recognizing telltale symptoms. Changes in attitude and rebellion at school could point to an underling problem. It is important to educated children about their body parts by understanding what is private. Adults need to be aware of their childs surrounding at school or in a childcare setting. Parents should educate themselves on red flags to protect their child from sexual abuse. III. SUMMARY A. DISCUSSION OF FINDINGS 1. ABOUT RESEARCH Despite our prevention effort, much more must be done to decrease the incidents of child abuse and neglect. Our efforts should be directed to changes in the helping system, changes in society, and additional research. One of the hopes for the future lies in research, not only to further define and understand abuse but also to evaluate existing programs. Only though out commitment to change and our willingness to research what will create a better future will we combat the growing problem of sexual child abuse. 2. ABOUT PROGRAMS With child protection agencies are responsible for direct intervention form investigation and case management. These agencies can be hampered if there is not communicatory and public support for their work, which includes offering programs to help prevent child sexual abuse. There needs to be more extensive community awareness and education to reduce harm. B. SOCIETYS CONCERN WITH CRIME Society is helping the system make changes in order to reduce the rate of child abuse. Research is needed to further define and understand abuse. Evaluation is also needed for the existing programs. Commitment to change and willingness to research will create a better future to combat the growing problem of sexual child abuse. IV. CONCLUSION A. THE PROBLEM REVISITED WITH OPINIONS Child abuse is always been a problem, and in recent year it has made its way to the spotlight. Many people are willing to talk about them being a victim as a child. The more people feel comfortable talking about child sexual abuse. The less it will become a crime. Children become victims because of their vulnerability of trusting adults and unaware of the wrong. If you think a child you know has been a victim of child sexual abuse thing you can do is to give the child a safe environment in which to talk to you or another trusted adult. Encourage the child to talk about what he or she has  experienced, but be careful not to suggest events to him or her that may not of happened. Reassure the child that they did not do anything wrong. Seek mental assistance for the child. Being aware that many states laws require that persons who know or have a reason to suspect that a child has been sexual abuses must report that abuse to either a local law informant officials or child protection officials. Our future generation needs to feel protected from being a victim of child sexual abuse. B. SUGGESTION OF POSSIBLE SOLUTIONS. 1. PROGRAMS The best way to prevent child abuse is educate parents about child abuse. Most parents feel that this could never happen to them. When it happens the parents are in shock, but when they learn some warning signs, they are able to point them out. There are many free programs that can teach parents how to educate their children on protecting themselves from child abuse. The reality is when there are budget cuts; these programs that protect our future generations are the first to get cut. 2. POLICY Having Policys in school districts and childcare environments can be the solution to protecting children. One suggestion would be to have restrictions on when and where is acceptable for a child to alone with adult. This policy does not only protect the child, but it protects the adult from false accusations. 3. LAWS Laws against child sexual abuse can very by country. Based on the local definition of who is a child and what constitutes sexual abuse. As the age of the consent to sexual behaviors varies from country to country, so do definitions of child sexual abuse. An adults sexual intercourse with a minor below the legal age of consent may sometimes be referred to statutory rape based on the principle that any apparent consent by a minor could not be considered legal consent. References _American psychological association_. (2011). Retrieved February 20, 2013, from http://www.apa.org/pubs/info/brochures/sex-abuse.aspx A.D.A.M. (2012). _New york times_. Retrieved February 20, 2013, from http://health.nytimes.com/health/guides/disease/child-abuse-sexual/overview.html Bisquera, A. _Child sexual abuse_. Retrieved February 20, 2013, from http://satchawaii.com/get-info-about- child-sexual-abuse.aspx _Child advocacy resource and consultation center_. (n.d.). Retrieved February 20, 2013, from http://www.nyscarcc.org/abuse/abuse.php Child Welfare Information Gateway. (2008). _Factsheets_. Retrieved February 20, 2013, from https://www.childwelfare.gov/pubs/factsheets/long_term_consequences.cf Eileen , M. (2008). (2nd ed.). Thousand Oaks, California: SAGE Publications. Retrieved April 1, 2013 from http://books.google.com/books?id=0nkvffIwK5YCpg=PA80dq=rise of public concern child abusehl=ensa=Xei=n4tQUdO1OqHQiwKnqICQCwved=0CFMQ6AEwBg Goode, E. (2012, June 28). Researchers see decline in child sexual abuse rate. Retrieved February 20, 2013, from http://www.nytimes.com/2012/06/29/us/rate- of-child-sexual- abuse-on-the-decline.html?_r=0 Mayo Clinic. (2010, July 1). _Child abuse: Complications_. Retrieved April 1, 2013 from http://www.mayoclinic.com/health/child-abuse/DS01099/DSECTION=complications Mintz, S. (2012, July 13). Placing childhood sexual abuse in historical perspective. Retrieved April 1, 2013 from http://blogs.ssrc.org/tif/2012/07/13/placing-childhood-sexual-abuse-i n-historical-perspective/ Polsky, A. (1991). _The rise of the therapeutic state_. (1st ed.). Princeton, New Jersey: Princeton University Press. Retrieved April 1, 2013 from http://books.google.com/books?id=fngqbWhPLmsCpg=PA202dq=rise of public concern child abusehl=ensa=Xei=n4tQUdO1OqHQiwKnqICQCwved=0CF4Q6AEwCA RAINN. (2009). _Child sexual abuse_. Retrieved April 1, 2013 from http://www.rainn.org/get- information/types-of-sexual-assault/child-sexual-abuse/if-you-suspect Sue , A. M. (1996). _The reality of abuse_. Retrieved February 20, 2013, from http://www.yesican.org/stats.html Tomas J., G. (2010). _Criminal evidence: Principles and cases_. (7th ed.). Belmont, CA: Wadsworth. Retrieved April 1, 2013 from http://books.google.com/books?id=AlBYw53p9f4Cpg=PA81dq=proving sexual abusehl=ensa=Xei=G6ZQUaqVF8LJigKV_IDICgved=0CEMQ6AEwAw (2012). 64 facts of.. child sexual abuse. Retrieved February 20, 2013, from http://facts.randomhistory.com/child-sexual-abuse-facts.html

A Study On Television Studies Media Essay

A Study On Television Studies Media Essay Television is that fantastic media phenomenon that provides us with pursuit at the click of the remote after a long day at the office; the cultural artefact that we can all relate to in one way or another. A large majority of us have our ‘favourite, ‘must-see programmes that we religiously tune into; others simply choose to flick through the channels in hope of finding something ‘worthy of viewing; while many consciously choose not to watch certain programmes as they dislike them- chances being that their friends and colleagues will be talking about that programme the next day, making it almost impossible to be excluded from the discourses of social ideologies and construction that television presents. Each individual produces diverse reactions to television footage; whilst considering the representation of society through television media and flow, only we can conclude what we make of said footage, providing our own encoding of the text, thus possibly coming to a different supposition than another viewer of the text. Meanings are appropriated to the audience in different ways- meanings which are actively produced by the text- and whether we choose to agree with proposed meanings directly affects our own identities and representations. Firstly I am going to consider how far television is aiming to re-produce human identity and to what extent output creates and reinforces ideologies of UK culture. I will discover how genres of programmes can have a diverse impact on the ways in which we see representation in the UK. Using Baudrillard I will revise how ‘reality television can persuade us to conform to a new identity and representation. I will uncover how representations are obtained, and how these might be understood by the audiences. I wish to discover how constructed ideologies have forced us to accept specific cultural norms and values, and how television might reinforce this theory. I will also examine how, through the use of language and signs, media representations are understood in UK culture enabling me to gain a broader perspective on how such issues are reflected and how they may influence UK identity today. Using the theories of Hall and Saussure, I will discover how the use of a common understanding of representations enables us to construct identities today. Finally, I will look at how social class and sexuality are portrayed in television; my reason for this is that not are these matters an extremely apparent dynamic within television output, but it will enable me to correspond to Marxist theory, which I believe hold valid views to the links of power, social class and representation, allowing me to summarise how television output reflects representation. . When considering how evocative television is in the representation of the UK, many points have to be measured. Firstly we have to deliberate what the term representation essentially means. Marsen (2006:12) states: ‘A representation is a constructed pattern or design that describes or stands for something elseA representation could have a likeness with its object or it could be abstract. Language is to a large extent representational because it creates the object that it describes through words. Marsen is virtually saying that we construct representations through the discourses of language and dialect that we use in the UK. Relating this to the output of television, it erects the question towards what extent the system of signs within the TV flow represent how we perform as a society; investigating the theory that through the use of our common English language, this holds the basis of our cultural knowledge and understanding. I will begin by familiarizing Stuart Hall in my essay as I believe his theory of interpretation justifies the reasons behind why we study representation, relating to television output. In his book ‘Representation: Cultural Representations and Signifying Practices, (1997), Hall introduces the theory of the ‘circuit of culture in which ‘meaning is constantly being produced and exchanged in every personal and social interaction in which we take part, (3). New meanings are being created from the basis of language narratives in the media- establishing unique representations and ideologies. Lyotard (1979:32) states, ‘the narrative function is losing its functors, its great heroes, its great dangers, its great voyages, its great goal. It is being dispersed in clouds of language narrative elements- narrative, but also denotative, prescriptive, descriptive Hall (1979) continues with the concept that meaning is also produced by mass media, circulating meanings between different cultures. ‘Meaning depends on the difference of opposites, (235). We recognise binary oppositions to define the diversity of representations within the world, thus have the ability to compare and criticise what would not seem a standard representation on UK television. This connects to my initial hypothesis that television representation is reflective on the ideologies we carry out today; not only through the distinctiveness that we ‘conform to reflected as an ideology in mass media, but these identities are constantly being re-produced, questioning whether we are also changing to be involved in such identities, thus feeling part of a society. ‘Visual signs and images, even when they bear a close resemblance to the things to which they refer, are still signs: they carry meaning and thus have to be interpreted, Hall (18). How signs are decoded by the audience of the UK varies through individual interpretation; television can only produce selected images and sounds, and therefore it could be argued that it eliminates the viewers reality, instead providing a representation securing passivity of the audience. ‘One characteristic of the symbol is that it is never wholly arbitrary; it is not empty, for there is the rudiment of a natural bond between the signifier and the signified, (Saussure, 1966:68). Through the uses of encoding and decoding, connotations and denotations of texts, as a nation it could be said that because of language, we have in common a general understanding of the mediated construction of representations within television. There are so many portrayals of identity throughout the UK today such as gender, ethnicity, religion, sexuality and social class (to name a few), that it is almost impossible to summarise these differences into a single generalised point. We have to ask ourselves who is conducting the representation of culture in television today; and what are the aims of the producer in representing certain characters and themes in specific ways. Speaking of how television representations often come across as biased and almost undermining, Williams Williams (2003:67) say ‘in most British television discussions there are indeed some ground-rules, expressed in abstraction in the concepts of ‘fairness and ‘balance, but these are normally dissolved into actual presentation, and given little or no emphasis. What emerges is a representation of the state of ‘informed opinion, with its own internal differences and nuances. Considering the diverse identities that television produces, we must consider what impact this could have on the representational identity of the viewer. ‘Realism in television can refer to an adequate relationship between what television represents and how it is represented. (Bignell, 2004:206). The viewer often becomes involved when watching a television programme. A television drama, for example, often creates a high impact in the emotions of the viewer; through the use of characterising actors to represent the observer in daunting situations, or by representing the character so as to reflect the lifestyle of the viewer. An example of a realist drama is the 1960s hit ‘Kathy Come Home, directed by Ken Loach; in an attempt to reflect the daily life of urban UK, it represented the experiences of ‘everyday. Drama constructs and mediates a sense of everyday identity. Issues such as the time and channel that the programme is presented on; the ‘target audience of said programme or its definitive place in the television ‘flow can also provide theories into how television output reflects UK representation. ‘Whereas representation attempts to absorb simulation by interpreting it as a false representation, simulation envelops the whole edifice of representation itself as a simulacrum. (Baudrillard, 1981:6) From this quote, Baudrillard (1981) is almost suggesting that although television reproduces representation of ideologies so as not to constantly repeat to the viewer; the repetition of ideologies withholds the notion of representation to the audience, therefore ideologies must be repeated and representations constant in order to keep the viewers understanding of ‘common culture. We recognise and acknowledge certain connotations that we distinguish in UK culture as representations. As Thornham Purvis (2005:134) state, ‘regardless of social class or gender, sexuality came to be seen as the single-most determining aspect of personal identity. Media output has often been underpinned by a heteronormative ideology. Sexuality is often a definitive aspect when it comes to presenting identities; take a look at how homosexual characters are stereotypically presented in genres such as soap operas or comedies; the media often choose to create an identity only representative of cultural ideologies, and therefore does little to reinforce the national representation of homosexuality, as heterosexuality is represented as the norm. ‘We need to see ourselves- all people, not just vanguard intellectuals- as active participants in culture; selecting, rejecting, making meanings, attributing value, resisting and, yes, being duped and manipulated. (Storey, 2006:171). Referring to the quote from Storey (2006), it suggests how the television and the media often successfully attempts to construct our values, feelings and opinions, all through the use of proposing new ideologies upon us, or presenting representations of ambitions we should aim for, and those which we should discard. Therefore, it could certainly be argued that television, in itself, does not represent the UK, but constructs it. Discussing the how similar the representation of the UK in television is to that of ‘real UK life; we must define what we mean by the term ‘real. Reality is such a vague expression when referring to representation; surely we have no definitive proof what reality truly is. The ‘granted centrality of identity as a basis for activity, ideologically inflected reviewing of the arts and the increased stress on the role of the consciousness and culture in our general understanding of why and how things are as they are. (Dyer, 1993:6). Dyer states that the reason we accept representations as they are is because of our cultural understandings through the use of language. Linking such hypothesis to Ferdinand Saussure and Stuart Hall; without language there is no representation; therefore through the commonality of language we can see the ideologies that we maintain uphold our fascination with the media. An example would be the representation of a major celebrity within the media; the media constructs the celebrity as a referent to conform to a certain representation, making them appear in a certain way to the audience, thus objectifying the celebrity. When we see a photograph of said celebrity in a magazine, it is not the actual person that we are seeing; it is a representation of that person, shown via text using discourses of ideologies that present a depiction of an identity to the viewer- therefore how can we ever be assured of what reality actually is? An example of the representation of reality is through the use of documentaries and reality television series such as Big Brother, in which the audience can become actively involved in the production of the show itself. Ideologically represented as ‘truthful, reality television is still not complete real life- people are aware cameras are being used- and even if they did not know this factor, the definitive fact is that through the theory of ideology, we cannot be sure whether we construct what we deem to be representations of ourselves or we simply conform to expected ideologies, and therefore are never ‘ourselves. Documentary on the other hand offers what seems to be contact with the real world which has been dismembered via representation. However, documentaries are still a representation of reality; what we must also consider is that there will never be one collective view from an audience, an audience must always be assumed depending on their social context within society. Using Baudrillards Intervention theory (1981), he speaks of a simulacrum in which he calls the ‘hyper-real, of which there is no original. Representations of experience are mediated to the audience through the use of imagery; television strives for ‘reality, reproducing identities and new found representations of how we should live our lives. Individuals then consume lifestyle produce that equate with that ideological representation. The media produce an ‘ideal for the masses to conform to. Contrasting to this is the Marxist viewpoint in which it is argued that television is in fact constructed around the framework of social order; therefore the knowledge and power dynamic patterns often shift between social classes, thus reinforcing representations. Caughie (2000) speaks of such an instance in new found television drama introduced post 1956, where the central theme was focused around the dislocations of class ability. Caughie (2000:85) states ‘It was a generational identity that seemed new to television, drawing on the culture of commitment and experiencing at first hand the contradictions of class. This occurred right up until the first screening of Coronation Street in 1961, thus offering the fact that social class representations were indeed purely reinforced by the media. Althusser (1984, cited Purvis Thornham, 2005:75) speaks of television acting as a ‘hailing device towards the audience that is difficult to be separate from. Television interpellates the viewer in such a way that it is difficult for them to turn off, transforming the viewer into a subject shaped by an ideological process of representation. ‘The image which Marxism offers of capitalism is that of a system frozen in its fixed modes of representation, yet mobilising a desire which overturns all representation, (Eagleton, 1996:61). Representation of class then, through the eyes of Eagleton (1996) is one which is not only an ‘out of date Marxist theory, but is portrayed in the media in such a way that we can no longer escape from these ideologies of class; a collective class consciousness that we are all aware of reflected through television. ‘Representation in the mediated ‘reality of our mass culture is in itself power; certainly it is the case that non-representation maintains the powerless status of groups that do not possess significant material or political power bases. (Seiter, 1989:131). Relating this quote to Marxist theory and hegemonic social class; through hierarchies, Seiter is stating that in television, the ruling class- the bearers of existent supremacy- do not request mediated evidence, whilst the working class- those at the lower stance of the hierarchy, are relatively ignored by the media. Prohibiting and insertions of such class judgements holds a direct influence on how we view and decode the representations we are presented with in television today; creating a paradigm where identities and representations are obtained, mediated and reproduced by the viewer. After examining how representative UK television output is of the identities of the UK itself, I have come to a number of conclusions. Although television often attempts to construct a believable representation of society as it is today, the way that such representations are interpreted depends entirely on how the audience choose to decode the text. Programme producers constantly need to conjure up new ideas so to keep the general audience interested- this could mean producing new formations of representations that use unexpected ideologies; producers are in competition with one another to cater for the audiences acquired taste; by playing on representation stereotypes or reinforcing previously implemented ideologies, it involves the audience in some way. Siegler, (1994, cited 2000:23) states on the bearing of television programmes, it is ‘what makes the whole thing very precise and empirical, and at the same time totally absurd and unpredictable that captures the viewers attention. Using the theories of Hall and Saussure, I can see how the cultural understanding of language is vital in understanding how representations can be formed and perceived in contemporary society today. Not only is this relevant in the way we subsist our lives, but is also extremely evident in the production of television programmes. UK television output changes with society; when new ideological norms and values are absorbed, television attempts to reflect this. Relating this to postmodernism, we can contemplate the fact that television not only reflects ideologies created by culture, but enforces brand new ideologies, forcing additional representations to be formed. Lyotard (1979:39) sees postmodernism as ‘an internal erosion of the legitimacy principle of knowledge. Therefore, it is questionable whether postmodern television presents a welcomed world of new representations, or whether it simply offends our already imposed knowledge of ideologies, creating new identities. He continues, ‘if we accept the notion that there is an established body of knowledge, the question of its transmission, from a pragmatic point of view, can be subdivided into a series of questions: Who transmits learning? What is transmitted? To whom? With what effect? (48). This clarifies that it is impossible to know how the audience will decode certain television texts thus ultimately it is questionable as to whether television both reflects and produces representations in the UK. Arguably, I can see to an extent how representations are used to reflect a certain stance on society, but at the same time, using the Marxist theory of social class, I can see how representations can sometimes be enforced negatively, and the viewer can either choose to accept and believe it, or oppose it. Overall, I can say that television output in the UK can sometimes represent the UK to a certain extent, through the notion of conforming to certain ideological expectations and values. However, in many ways, it creates false representations of identity and confirms stereotypes, promoting certain feelings and creating a false ideology towards the viewer. Reality television also emits false representations of the UK, as it is never real; it is only an edited representation of what we think is real. UK television therefore is the main bearer and producer of representations within the UK. BIBLIOGRAPHY Baudrillard, J. (1981). Simulacra and Simulation. U.S.A, The University of Michigan Press. Bignell, J. (2004). An Introduction to Television Studies. Oxon, Routledge. Branston, G., Stafford, R. (2006). The Media Students Handbook. Oxon, Routledge. Caughie, J. (2000). Television Drama: Realism, Modernism and British Culture. Oxford, Oxford University Press. Creeber, G. (2001). The Television Genre Book. London, British Film Institute. Dyer, R. (1993). The Matter of Images: Essays on Representation. London, Routledge. Eagleton, T. (1996). The Illusions of Postmodernism. USA, Blackwell Publishers. Gitlin, T. (2000). Inside Prime Time. Berkeley, University of California Press. Hall, S. (1997). Representation: Cultural Representations and Signifying Practices. London, Sage Publications. Lyotard, J.F., (1979). The Postmodern Condition: A Report on Knowledge. U.S.A, University of Minnesota Press. Marsen, S. (2006). Communication Studies. Hampshire, Palgrave Macmillan. Purvis, T., Thornham, S. (2005). Television Drama: Theories and Identities. Hampshire, Palgrave Macmillan. Rushton, D. (1993). ‘Citizen Television: A Local Dimension to Public Service Broadcasting. London, John Libbey Company Ltd. Saussure, F. (1972). Course in General Linguistics. U.S.A, Open Court Publishing. Seiter, E. et al. (1989). Remote Control: Television, Audiences Cultural Power. London, Routledge. Storey, J. (2006). Cultural Theory and Popular Culture: An Introduction: Fourth Edition. Harlow, Pearson Education Limited. Williams, E. Williams, R., (2003). Television: Technology and Cultural Form. London, Routledge.

Universal Acceptance of Hamlet by William Shakespeare Essay -- Hamlet

Universal Acceptance of Hamlet by William Shakespeare The tragedy and situation in the play ‘Hamlet’ has been commented on as ‘universal.’ Audiences of many different cultures can enjoy ‘Hamlet’ even though it is set in an alien culture to them. The reasons for this are that many people can relate to the play, they feel that they are living though a profound experience, even if nothing in the plot of Hamlet has ever happened to them. The experience of ‘Hamlet’ is not restricted to the plot and its characters. A large factor in this universal acceptance is that the main character, Hamlet, around whom the entire play revolves, is realist and ‘universal’ himself. In this Hamlet is merely a reflection of aspects found in all men, he is a symbol for how any man would act given the situation. If he reacts the way you would react, that makes him a very easy to relate to and sympathetic character. This does not mean that Hamlet reflects the common man and his action, or Rosencrantz and Guildenstern would be more probable ‘universal men.’ Hamlet reflects what the common man wishes and feels he could do if he were given the chance. Hamlet is 'superhuman' in this sense. He is able to find the strength to act though his tragic situation with out giving in to easier ways and temptations along the way. Rosencrantz and Guildenstern are more common man than universal, for though they have loyalty to Hamlet as they have been his friends for many years, they still have their own ambition. (Gertrude) â€Å"Your visitation may receive such thanks As fits a king’s remembrance†¦ (Rosencrantz) by the sovereign power you have of us,†¦ (Guildenstern) Heaven make our presence and our practices Pleasant and helpful to him! [Hamlet]† (Act1, Scene2) They make a choice, and like Judas, they make the ‘wrong’ one. They do not stand strong and faithful to Hamlet, but act on King Claudius’s behalf, in hope of recognition. This is a ‘common’ man’ action, to take the favorable route on the behalf of personal interest. Hamlet’s main appeal is that he is trapped into a cycle, but he takes the noble and faithful action to affront the situation, leaving no doubt to the audience that he is in the right. Though Hamlet is in a sense 'superhuman,' he is still human and easy to relate to for he does have flaws. He is not the shining hero riding in on a white horse to save the day, he... ...ample Hamlet forgives Laertes, yet kills him. Therefore Hamlet can not give punishment without commit crime. As a result the cycle starts again, against Hamlet this time. The crime is committed, and the ‘Commits the crime and must suffer for it’ role acts again. Hamlet is forced into the cycle over which he can have no control. In being the punisher Hamlet must also be punished. In this Hamlet may symbolise an aspect that many people feel, that they are locked into cycle that they cannot escape. Hamlet is therefore a symbol of the ‘universal man.’ He does not reflect the common man’s actions and deeds, but what the common man could possible do if given the chance. He represents the inner strengths of humanity, the virtues that they are capable of achieving. Yet he still remains truly human, making mistakes and being unable to escape the greater cycles and powers that exist. Hamlet may not reflect every man that exists, he reflects a part within them that exists. Hamlet is not the common man, but this is not due to his sovereignty, education, manners or upbringing. It is due to his ability to access his inner strength and do the right thing, even when the odds are against him.

Lincoln Assassination :: essays research papers

he Lincoln Assassination On April, 14 1865 President Abraham Lincoln was shot while watching a performance of An American Cousin at Ford’s Theater. President Lincoln died the next morning. The person who had killed Lincoln was John Wilkes Booth. A few days before he was killed, Lincoln had told his spouse about a dream he had, he saw a president shrouded on a catafalque in the east room of the White House. Even after this dream he attended An American Cousin at Ford’s Theater. John Wilkes Booth thought the president was determined to destroy the constitution, set aside the rights reserved to the states, crush civil liberties, and restore monarchy. He saw the confederacy was the only means to of upholding the values of the founding fathers. He devoted much of late 1864 and early 1865 to a series of plots to abduct Lincoln and use his capture to nullify the Union’s war aims. Every scheme ending in frustration. After Lee had surrendered to the Army of the Potomac, in the second week of April, he saw that only the most desperate measures offered any hope of salvaging the Southern Cause. Shortly before he went into the theater, he stopped at tavern for a drink. While in the bar an acquaintance jokingly remarked that "he would never be as great as his father," Booth replied by saying "When I leave the stage, I will be the most talked about man in America." The Atlanta Campaign of 1864 In the spring of 1864, Gen. W. T. Sherman concentrated the Union armies of G. H. Thomas, J. B. McPherson, and J. M. Schofield around Chattanooga. On May 6 he began to move along the railroad from Chattanooga to Atlanta. Sherman had two objectives, one was to destroy the army of General J. E. Johnston and the other was to capture Atlanta. Johnston realizing that he was outnumbered started to retreat south. Sherman tried a direct assault on Johnston’s forces and was repulsed. Johnston had retreated back to the south bank of the Chattahoochee river. On July 17, John Bell Hood replaced Johnston as General. He tried to continue with Johnston’s plan, but failed to stop the advance of Union troops. He retired to Atlanta, which Sherman soon had under bombardment. On September 1 Hood abandoned Atlanta, the next day Sherman moved in and burned it. The Maryland Invasion A year after the confederate defeat at Gettysburg.

The Unjust Execution Of Socrates :: essays research papers

The Unjust Execution of Socrates In the vortex of life, many evils have transpired. Vices such as plagues, unforeseen deaths, and corruptness. Among the tragic acts of malefic proportion was the death of the Greek philosopher, Socrates. He tried to prove and invalidate many theories through reasoning, and he was murdered for his beliefs. His execution was not justified because the charges that were brought against him were false and unfounded. The fist crime that Socrates was charged with was that of impiety. This charge was invented primarily to discredit him and make him unpopular with the citizens. The charge was that of not acknowledging the same gods that the state believed in. Throughout the book, Socrates refers numerous times to the fact that it is because of the gods that things are as they seem to be. "Do you suggest that I do not believe that the sun and moon are gods, as is the general belief of all of mankind?" (57). The fact that Socrates did not publicly speak about the gods attributed to the fact that the charge was heresy. Socrates maintains that he is not like other philosohers. He is a free-thinker, and his beliefs are those of private and intimate thoughts of Gods. Socrates also states that he is not a teacher, however he was not at all happy with the analogy, but took it as a compliment and used it in his defense. He used these accusations to his advantage by saying that he never charged charged anyone for believing or listening to them. The combination of these arguments should have cleared Socrates of the charge of heresy. The second charge brought against Socrates was that of corrupting minors. Socrates battled this charge through the use of the same arguments. The argument that he did not consider himself a teacher, the fact that he never accepted any money for talking or listening to people, and the fact that he believes in gods are what Socrates used to defend himself. By confronting the accusation that he was corrupting the minors, Socrates tried to clear himself by manipulating his arguments so that Meletus, Anytus, and Lycon (the men who brought both charges against Socrates) had to answer questions about these charges. When the questions of Socrates were placed before Meletus, his answers seemed to have proven that Socrates was innocent. However, when the verdict was announced, it demonstrated the opposite. Upon hearing the verdict, GUILTY, it was plain to see that the Greek assembly was like every other political assembly, corrupt. "I should never have believed that it would be such a close thing; but now

5 minute speech on a famous person: Bill Gates Essay

Who would like to make $250? What about $250 an hour or $250 a minute? How about $250 a second? How would you like to buy a product for $50,000 and then later sell it for millions? Do you know anyone who has done this? I do. His name is Bill Gates. Who is Bill Gates? Through his programming skills, competitive business practices, and ability to spot innovative products, Bill Gates has been the richest person in the world for the last 12 years. Bill Gates’ success would not be possible without his programming genius. Back when computers were a luxury, Bill Gates was already discovering the mysteries of programming on his high school’s only computer. Later, he was accepted to Harvard University in computer science, but after two years, he left to start his company Microsoft. With his knowledge of programming Bill began making a profit by selling his programs to computer manufacturing companies. He was already making enough money to expand his company to the hundreds. But it was not Gates genius alone that made him become the richest person today. Gates was a good business man and had the ability to spot the next upcoming products. When IBM, the computer industry leader, asked Microsoft to help develop an operating system for its computer, Bill acted quickly. He search around and was able to buy an operating system called DOS for $50,000. Gates then talked IBM into letting Microsoft retain the rights, to market MS DOS separate from IBM. Because of this, Microsoft was able to license its product to all of IBM’s competitors and it made millions. Gates also bought Xerox’s idea of a mouse and made even more millions. But Gate’s ability to spot upcoming would be useless without his competitive business practices. Bill Gate’s a great business man who knows how to create a PC market in his favor. With the release of DOS, it made Microsoft the standard for operation systems. Gates then released Windows, an almost identical copy of Apples graphic operation system, which helped him make his billions. Gates eliminated all other programming competition by including programs such as Microsoft word, excel, PowerPoint, publisher, and internet explorer in windows. Not only that, but he also bought hotmail and WebTV, which are not called msn hotmail and msnTV. In conclusion, Bill Gates was not born rich. With his programming skills, competitive business practices, and ability to spot innovative products, Bill Gates has been the richest person in the world for twelve years straight.