The sociological explanations of relationship Essay Example for Free

The sociological explanations of relationship EssayAssess the sociological explanations of the relationship between melody and social descriptor.The line Social Class is widely used in sociology to differentiate the population on grounds of economic considerations, much(prenominal) as inequality in toll of wealth or income. An occupation is an individuals established choice of employment which provides most of the age a steady source of income.According to Karl Marx, the transition from feudalism to industrialisation has matured a advancedly unequal capitalist society consisting of only two sortes the bourgeoisie and the proletariat. The bourgeoisie atomic number 18 the attribute, capital owning sept. They own the m oer of production and book the profits and values of industrial production. The proletariat argon the landless wage workers, the mass of operative people who labour for the bourgeoisie as the mode of production. Their rewards are mainly to be exploite d by the bourgeoisie and be made poorer, not richer, by the social and technical advances of industrial development. This process is called pauperization.The bourgeoisie fare their class position from what Bilton et al. (1997) calls productive wealth. Productive wealth is wealth which generates additional income, such as capital invested in property or stocks and shares. However, Marx argues that it is not the bourgeoisies high income which allows them to become capitalists, rather it is the fact that they own the fashion of production. This accordingly in addition makes them the sole owners of the products and their surplus, that is, the difference between the value of the labour and the value of the product of that labour.For moral, Westergaard (1997), using statistics from government resources claimed that the power of the meridian class, which is only 1% of the population, has grown steadily from 1979 to the late 1990s. Denationalization of public enterprises ( alike(p) B ritish Airways and British Steel) has concentrated power in the hands of private businesses. The power of finance capitalists comes from mass corporate assets whose strategic deployment they lead.The globalist, Leslie Sklair (1995) takes this argument a step further. According to Sklair, the capitalist or ruling class is increasingly exercising power in transnational relationships, that is, relationships that cut across state boundaries. The capitalist economy has become the basis of the global system. Thus, wealthy corporatives like Sony or Ford can exercise as much power as many nation-states. Their products and ideology are increasingly penetrating places like the three World market with advertising campaigns, brainwashing the masses there to accept these ideologies and products, even as they (the masses) complainingly join the ranks of the exploited.These are the main reasons why Marxists escort social class as divisive rather than integrative. They do not believe it is functi onal for society like the Functionalist, but they do agree it is needed in spite of appearance capitalist societies. However, they alike argue that there is conflict of interest between the two classes. Hence one day the proletariat will collect true class consciousness, become a class for itself instead of a class by itself, and overthrow the bourgeoisie. Only when this happens, and the means of production are communally owned will classes disappear. Marx for his part, refused to ack like a shotledge class in terms of such categories as occupation, but rather in terms of a deeper understanding of property relations, control and ownership vis--vis the proletariat.There have been many criticisms made of Marxs theory of social class. Peter Saunders (1990) rejects the Marxist view that such a small congregation of people in society constitutes a capitalist ruling class. While he does not deny that the hundred largest companies produce more than half of Britains manufacturing out put, and therefore are responsible for taking the bulk of the key financial and administrative decisions which influences Britains industry, he merely views such individuals as an influential economic elite.Elite theorists also accept that power is concentrated in the hands of a few but denies that this power comes from the wealthy. They see instead powerderiving from the occupation of travel by jobs in society. For example, the position of Prime Minister automatically places one in the highest class and gives one power.In addition, Marxs theory fails to take into account the Middle Class. Although Marx determine the trend towards more non- manual(a) workers, he made no analysis or explanation of the influence of this group in the class structure. These workers neither own the means of production nor can they be put into the proletariat. They enjoy tremendous benefits in employments, more than their manual labouring counterparts. They have greater job security, shorter hours, long er holidays, more fringe benefits, greater promotion prospects, higher life chances, higher standards of living, less chances of being convicted of criminal offences and higher incomes. For example, Westergaard and Resler (1976) found that men in full time non-manual employment in 1913-14 earned 142% of the average male wage, whereas those in manual employment earned 88%.The British sociologist, Anthony Giddeons believes that this class receives greater job benefits than the cut back class or manual workers because they possess widely recognized skills, mainly mental and normally rather functional for society, which they can sell to the highest bidder. The sociologists, Roberts et al. (1977), interestingly sight while conducting a study of a taste of 243 male skilled workers that four images within the middle class exist. These four images were very different views of the white-collar workers and their position in the middle class and were affected by their occupational choices. The first image known as middle-mass was held by 22 percent of the sample. This 22 percent believed themselves between a small, rich upper class and an improvised lower class. They held the view that the middle class made up the bulk of the functional force, and made no distinction between manual and non-manual workers, different lifestyles and images, and ideological cleavages. Most holding this view were in the middle-range of incomes for white-collar workers.The next image was called the sozzled middle-class image and held by 19 percent of the sample. This 19 percent saw themselves squeezed between two groups the small upper class and an increasingly working class. They feltthreatened by both(prenominal) groups. Persons falling into this year were usually small business people.The third image only had 15 percent of the sample subscribing to it. This image was named the finely graded ladder and contained four or more strata. This image is assumed as typical middle class image and persons holding this view tended to be well educated with professional qualifications and received impressively high wages. They had no sense of class loyalty and rejected the whole convention of social class.The fourth image called the proletarian image received 14 percent of the sample. They considered themselves working class and having more in common with manual workers than top management and higher professionals. Those holding this view were usually in operation white-collar jobs with little possibility of promotion and received rather low wages. Roberts et al. conclude that whilst it is true that there are factors present for the development of middle class attitudes among the white collar workers, such wide variations in white-collar class resource meant that the middle class was fragmented. In this case, if one is to believe Robert et al. then one can argue that an individuals occupation and his/her opinion of the social status of his/her job, normally promote by h is/ her level of income, results in what he/she deems as his/her social class, regardless of whether his/her personal view is correctly assumed or not.However, Roberts et al. have received legion(predicate) criticisms for their work. Many sociologists believe that one should never rely on subjective class images. Neo-Marxists believe that the middle class is in reality split in two with the upper part closer to the bourgeoisie and the lower part closer to the working class. In fact, the American Neo-Marxist, Erik Olin Wright (1978) acknowledges the presence of a petty bourgeoisie and identifies the Small Employers, that is, those persons who employ other workers, but more than half the profit their business comes from their own labour or that of other family members. This group exists between the petty larceny bourgeoisie and the Bourgeoisie and make up in the USA in 1969, 6-7%. Wright also notes the Managers and Supervisors group which is between the Bourgeoisie and the Proletari at. This group creates 30-35% of the population and is actually in a contradictory positionwithin class relations. They possess characteristics of both groups but have neither as much control over the means of production as the Bourgeoisie nor as little control as the Proletariat.Persons within this class are normally managers, supervisors, technocrats and foremen. Foremen do not have the control over the means of production or investment but they do have minimal control over the means of production or over the labour of others. Finally, there are the Semi-autonomous wage-earners which consist of 5-11% of the population and are situated between the Proletariat and the Petty bourgeoisie. They have some control over how they work, how they produce and what they produce and hence have minimal control over the means of production. Wright uses as an example, professors in elite universities. According to him, the Bourgeoisie only took up 1-2% of the population. Marxists such as Harry Bra verman, struggling to explain what Marxs doctrine does not, goes as far as to say that increasingly more members of the lower middle class are becoming part of the working class because many of them earn less than many manual workers. This process is called proletarianization. Marxists like Westergaard and Resler believe in the existence of a coherent middle class.They refer to the upper middle class as the Petty bourgeoisie. Marxists claim that while the Petty bourgeoisie does not own the means of production, they are firm believers in the ruling classs values and usually have power over working class members. marshal et al. (1988) criticises both Robert et al.s study and the Marxists theory. Instead, they dapple to Webers work on social class which they claim is a valuable explanation for the very broad differences in occupational rewards and position of manual and non-manual workers, as well as allowing gradations of social position within each class grouping. Like Marx, Weber s pecifically believed that ownership and non-ownership of property are important in the formation of classes. However, he disagrees with Marx on just how important owning property is. Weber preferred to determine a persons class establish on their market situation, that is, their get power in the marketplace.Neo-Weberians like John H. Goldthorpe also prefers to use market and work situation to explain the relationship between occupation and social class. For example he views the middle class as the intermediate stratum Goldthorpe, 1980. The intermediate stratum possesses a very weak class identity because the range of occupations within it differsconsiderably and because its members are socially mobile. Hence, members remain only a short period before moving to a different class. Goldthorpe concluded that the middle class could not be united because they were divided into various strata.These can be placed into two groups the service class, which hold higher and lower professionals, and the intermediate class, that is, routine non-manual workers, the self-employed and supervisors. Goldthorpe though changed his theory later. He decided that there did exist a primary division between different sections of the middle class based on employment status. Secondary divisions were based on employee relationships and this distinguishes class. Salary, increments, pension rights and career development opportunities on the other hand distinguished the service class.Savage et al. (1992) criticized both of Goldthorpes theories claiming that there existed a major division between professionals and managers in his service class. Goldthorpe admitted the next problem with his theory large employers should be place in a separate category. He explains however that the group was so small that he did not see the need to place them by themselves and accepts that this might produce a small amount error. As mentioned before, Giddeons (1973) tends to see the Middle Class as those who po ssess educational or technical qualifications. They therefore have an advantage over the operative class and Underclass who have only their manual labour power to sell. The Underclass in particular are severely disadvantaged in that they tend to secure employment in the least desirable and most insecure jobs.Ralf Dehrendorf (1959) argues that the working class is divided into three levels the un complete manual worker, the semi-skilled manual worker and the skilled manual worker. He claims that this is due to differences in economic and prestige rewards linked to hierarchy of skill. Therefore, persons of the skilled manual workers group, such as skilled craftsmen, enjoy higher wages, more valuable fringe benefits, greater job security and higher prestige than semi-skilled and unskilled groups.In addition to this, Bilton et al. (1997) with regard to occupational labour markets, claim that there has been an erosion, over the past twenty to thirty years, of the traditional distinction between manual and non-manual jobs due to the expansion of the service sector. Today, white-collar jobs inoffices, retailing, repairs and servicing are so poorly paid and routinised that they are little different in terms of status and reward from traditional manual, or blue-collar work. This is especially true of those white-collar jobs which have become feminised in the sense of employing a disproportionate number of female staff.Giddeons furthers this argument, noting that women and ethnic minorities are oddly likely to be found in the lowly paid Working class and Underclass jobs. Employers recruit women to these type of jobs partly because of social prejudice, but also because they are likely to interrupt their careers as a result of marriage and child birth. Ethnic minorities are also the victims of discrimination and prejudice. In these cases, ones ethnic origin, sex and social background determines ones occupation and hence ones social class. To quote GiddeonsWhere ethnic differences serve as a disqualifying marketcapacity, such that those in the category are heavily concentratedin the lowest paid occupations, or are chronically unemployed, wemay speak of an underclass.In conclusion, occupation and social class are normally linked to one another. In most instances ones job tends to influence his place in the social strata and vice versa. Many sociologists examine how occupation and social class influence each other differently. In numerous cases they arrive at even more divisions within society than previously considered. another(prenominal) interesting detail to note is that various other aspects like ones ethnicity and gender actually determine ones occupation and hence ones class. While the intricacies of occupation within the Working class and the Underclass is not discussed to the degree of which they deserve, let it be noted that divisions found within the Working class is discussed in length by W.G. Runciman(1990) and Marshall et al(1988). The basic idea being that the Working Class is even more influenced by an individuals occupation thanthe Middle class. The Underclass is considered both by Charles Murray and Ralf Dehrendorf as a sort of disease but whether they are to be blamed for their economic state or not or whether certain occupations are just considered as underclass jobs is where these two sociologists depart in their theories.In many instances sociologists like Jan Pakulski and Malcolm Waters (1996) abandon the belief of the existence of social class and claim watchfully that occupation cannot be influenced by some thing that does not exist. Others, such as Peter Saunders(1996) argue that the strict dictatorial ability of class is disappear due to societies such as Britain becoming Meritocracies. Therefore, workers are not placed within strict strata because social mobility has now become easier. Instead, as the Functionalists, Talcott Parsons(1964) and Kingsley Davis and Wilbert Moore(1945) indicated, worke rs are now placed in socioeconomic order through a competitive process in which skills and abilities of different value and scarcity are carefully identified, evaluated and matched with social needs.

Defining the Visual Arts Essay Example for Free

Defining the opthalmic liberal arts Essay optic trick definedVisual cheats can be defined in many ways. The textbook answer was unobtainable for this class. Visual literacy seems to be the focus of the textbook. Online look into has yielded slightly better insight The visual arts are art forms that create works that are primarily visual in nature, such as ceramics, drawing, painting, sculpture, printmaking, design, crafts, photography, video,filmmaking and architecture. These definitions should not be taken too strictly as many artistic disciplines (performing arts, conceptual art, textile arts) involve aspects of the visual arts as hygienic as arts of separate suits. Also included within the visual arts are the applied arts such as industrial design, lifelike design, fashion design, interior design and decorative art. 1 Basically, visual art would be any type of art that can be appreciated visually.Differentiation from other(a) creative expressionThe visual arts set t hemselves apart from other art forms due to their very name and meaning. Literally, it refers to art work which can be appreciated visually, not audibly, or theoretically, but tangibly visible. Visual arts are very expansive and do not only include unequaled or fine art, but also practical things such as standard building design and practical objects like Aboriginal tools or other artifacts. In some peoples eyes, something as plain as a school bus could be considered visual art.Visual arts media typesThe Visual arts have many different media types with which visual artists can paint. Some of the types are Dry Media Liquid Media Encaustic painting is one example of a type of liquid media, Drawing media, Mixed media, Printed Media, and many more. Virtually any way one can create visual art is derived from a type of Visual arts media.Meaning of visual arts determineJust as society and individual people have their values, so does the artist. The values behind visual arts can be comp ared to understanding the meaning behind the lyrics of a song. If one does not understand the artists views and/or values, they will not understand the avowedly value of a particular work of art. This is not true in every piece of art, however. In some cases, an artist intends for his viewers to ascertain the values of the artwork on their own.Factors of interpretationIn factoring interpretation, there are different ways to interpret anything, whether its music, dance, or static visual art displays. If an artist wants their artwork to be interpreted in a certain way, they would have to take into account the overall public opinion on a topic. The values of a piece of artwork play a major role in how a piece is interpreted. As mentioned in the text, Westerners look at the picture of the Arabic woman with a gun, and can only think of one thing, when in reality, the photographer had other intentions for the interpretation of that photo-art.References1. Brown, George http//www.georgebro wn.ca/centers/ad/index.aspx Center for Arts and Design in Toronto, Canada. Georgebrown.ca. 2011-02-15. Retrieved 2011-10-30. 2. Sayre, Henry M., A World of Art, Sixth Edition, Copyright 2010 by Pearson Education

Effects of Advertisements on Children

Effects of Advertisements on ChildrenAn advertisement makes a consumer aw atomic number 18 of visible(prenominal) products which squirt then be used to influence a consumers buying behaviour through persuasion using creative content. Advertising to children is a lot categorised, with food and toys being the products mainly aimed towards them. However, this category is pull ahead developing to encompass music, games and technology. Advertising towards children is a large demographic for the vender, callable to them encompassing three various marketing opportunities, they atomic number 18 consumers, influencers on their upraises buying behaviour and the future. McNeal (1987) suggested that the future consumer provides a larger marketing potential than the current consumer. Due to the marketer being able to create future defect loyal consumers, create print knowledge and develop grease ones palms behaviour.The marketer seeks to target children through advert strategies mu ch(prenominal) as the internet. Also advergaming, where a game involves an advertisement for a product. Due to the internet being an integral part of fresh culture, the marketer attempts to bring in a relationship surrounded by them and the consumer. This is completed through viral advertisements and behavioural targeting. Unlike idiot box, the internet is unregulated and a great deal children are left alone on the internet with no parental supervision. However, the easiest way to advertise to children is through television. Broadcasters Audience Research Board (2011) order that children matured four to nine watched on intermediate seventeen hours of television a week. Furtherto a greater extent, metalworker (2001) found that in the UK ii-thirds of children have a television in their bedroom as well as their tablets and industrious phones with online catch up television.One main concern around de none towards children is whether it exploits them due to the advertisements aim to persuade the defenceless. This exploitation can be referred to as the seducers upon the innocents as verbalize by Gunter, Oates and Blades (2005). Young children are unaware about the intent of advertisements as reported by Oates et al. (2003). The knowledge and understanding of advertise develops gradually and children are simply born with no knowledge and understanding ready to be evolved and manipulated as verbalize by Furnham (2000). Therefore, it is important to establish the different ages at which children procure a mature understanding of advertisements in order to protect them.In order for children to be able to understand and evaluate advertising Young (1990) verbalize they must have two processing skills. First the ability to recognise persuasive intent and secondly be able to recognise the difference between an advertisement and a programme. Piaget and Cook (1952) found that a childrens stage in cognition determines their ability to comprehend advertising. T hey identified four stages of development, sensorimotor (birth to two years), pre-operational (two to seven years), concrete operational (seven to eleven years) and formal operational (eleven to adulthood), with each stage characterised by certain cognitive abilities.Distinguishing an advertisement from a programme is viewed as a vital first stage in understanding advertising as recognised by Gunter and Furnham (1998). It was suggested by Blatt, Spencer and Ward (1972) that children in the preoperational stage are able to distinguish advertisements from programs. They reported that children view advertisements as informative, truthful and entertaining and are not aware of the persuasive intent of advertising. Furthermore, Levin, Petros, and Petrella (1982) found that children as young as three years were able to make this distinction. Which was bring forward supported by Blosser and Roberts (1985) found that by the age of five the majority of children have unquestionable the abili ty to differentiate between advertisements and programmes.In contrast children in the concrete operational stage have been found to have unquestionable a violate understanding as they grow older and are less likely to believe the advertisements. Dorr (1986) found that it is between seven and nine years old that children scram to understand that advertisements are trying to get people to buy something. Smith (2001) found that as children set off to understand persuasive intent they also begin to appreciate the use of several techniques such as celebrity endorsement, choice of words, and tone of voice. Once children have reached ten years old they have developed enough understanding to appreciate the persuasive intent of advertisements as found by Bever et al. (1975). When children can understand the persuasive purpose of the advertisement, they are able to be critical and capable of resisting to change. Although, until children have developed this understanding and the adequate c ognitive defences advertisements have a strong influence on a development and thoughts.Nevertheless, due to children being a large demographic, the marketer takes advantage of their lack of understanding. They do this by designing marketing strategies to satisfy the indispensabilitys of the children. These are then use to their advertisements in order to target children effectively. Firstly, pester power meaning children harass their care givers to purchase products for them based on advertising they have seen as stated by Proctor and Richards (2002). The marketer is aware that their advertising produces desires for different products and this has been found to lead to pester power within children. Parker (2001) found that parents in the UK spend more when obtain in supermarkets with their children than without. Pester power can be used over long periods of time with children forming requests and demands in advance for their birthday and Christmas. Crouch (1999) found that childre n had often instigated their Christmas list before October. This pestering has been found to lead to family arguments when parents are unable to afford the products or deem them as unsuitable as stated by Atkin (1978). It was reported by Adler et al (1980) that if a parent states that a toy is not appropriate, children with less viewing of advertisements were more likely to listen to their parent than children who had seen the advertisements. This is due to the advertisement enhancing the toy and persuading them it is a necessity.Secondly, techniques such as exaggeration are used by the marketer to further persuade the consumer and enhance their products. Claims such as the best and better than can be subjective and lead. Bandyopadhyay, Kindra and Sharp (2001) stated that children are unable to recognise such techniques and effectively fall for the misleading information. Below the age of seven, children are more heavily affected by product factors and do not understand that appear ances can differ from reality. Young children often believe that a product is exactly as it appears and will fail to realise that the advertisement was created to promote it in the best possible way. However, as Smith (2001) found children from the age of seven start to understand techniques therefore the use of such techniques have to be adapted to different age groups. Martensen and Hansen (2001) reported that children from the age of eight stated advertisements cheat in that things look better in the advertisement than in real life. This inaccurate image of the product can lead to a negative attitude towards the advertisement and the product. Rossiter (1977) stated that childrens attitude in general towards advertising is negative stating advertisements are annoying and they just state the good things and lie about the rest. What they had seen as truthful and accurate when they were younger is now portrayed to be lying and deceptive. This attitude could further develop their ima ge of the world. They may feel that, what and who they deem as truthful, could be lying and being deceitful making them feel untrustworthy towards others.Additionally, the marketer develops brand awareness and use brand positioning towards children in order to develop future brand loyalty. This is often by using characters from programmes or celebrities to produce a favourable attitude and develop relationships. Brand awareness has been defined by Keller (2003) as the extent to which a consumer can recognise and is familiar with an image of a brand and the qualities associated with it. Anderson and Bower (1974) state that brand awareness can be split into two steps. First step is the cognitive process to enable brand recognition and secondly brand recall, a consumer can recall and describe the brand. Both brand recognition and recall are important when making purchase decisions. Research by Haynes et al (1993) showed that children as young as three can recognise and name brands befo re they can read and Schmidt (2003) found children as young as six months old can develop mental images of a logo. Furthermore, Hite and Hite (1995) showed that children from the age of two are able to recognise branded products and would film these over other unbranded alternatives. Children will favour certain brands and products due to the relationship they have formed as children, creating nostalgia, as found by Ji (2002). Knowing this the marketer use their advertising to develop a foundation when children are in their early stages of learning and development.Product advertising emphasises branded products and places greatness on purchasing not just a product, but a lifestyle that this product portrays, as stated by Hahlo (1999). If these products are unable to be purchased feelings of discontent and inadequacy develop. Branded advertising promotes undesirable social values, such as materialism. In addition, children are often taught to celebrate events such as Christmas in a commercial manner. Pine and Nash (2002) found that children who watched television asked for more branded presents on their Christmas list. The pressure to buy a particular brand leads to a conformity and can often pressure parents and make them feel guilty.Furthermore, advertising has been criticised for causing health problems within children such as obesity as stated by Dalmeny et al. (2003). A large proportion of advertising aimed at children promote food or drinks. Lewis and Hill (1998) reported almost a third, of advertisements sh birth to children are based on unhealthy food such as sweets. Galst and White (1976) found a correlation between the recall of food advertisements, requests when shopping and what children eat. Halford et al. (2004) stated that the majority of television advertising is directed towards children eating surgery foods such as sweets and fizzy drinks.Overall, if children are unable to fully understand the intent of advertising they may need protecting from it and the techniques used. Individuals who are against advertising towards children claim that it is wrong. This is due to their lack of cognitive abilities and understanding to resist the advertising messages before the age of seven. It is said to be unethical to advertise to these children under seven until they have developed cognitive defences. In addition, children below the age of seven are unable to distinguish between advertising fantasy and reality in advertisements. Therefore this can distort their view on the world. The internet alone raises many ethical issue. Various internet pages are designed so children are able to avoid adult supervision and then the underage consumer is able to be pressured to purchase products. Furthermore, ethical issues arise in terms of the promotional content such as humour and violence when advertising games. What one consumer might find interesting, fun and funny may be offensive to others and be seen as unethical. However, Furnham (2 000) believe that advertising has little effect upon childrens development and learning and that current regulations are sufficient. Proctor and Richards (2002) state that catch pressure, conformity and social factors are more effective and persuasive in creating the desires of a particular product than advertisements.To reduce the effects of advertising and the ethical issues this develops, children should be educated to help them understand the aim of advertising. Furnham (2000) argued teaching children the aim of advertising was more effective than changing regulations that are in place. Children can be taught and further informed about the nature of advertising and discuss products with their parents and other family members. Teaching children can enable them to be an effective consumer at a young age. In addition, parents can help them to understand advertisements motives and the difference between fantasy and reality, thus neutralising some of the powerful messages their child ren are exposed to. However, relying on parents is limited due to children having their own televisions, tablets and phones. With children having their own technology parents are unable to sit with them, monitor and discuss advertisements. Though, parents are still able to teach and explain advertising intent during shopping trips or when they request products. However, this is based on the assumption that parents understand the advertising themselves and have the knowledge to teach their children.Overall, it is unrealistic to expect marketing companies to stop their advertising to children due to their consumption power. However, they should do so ethically and be aware of their responsibility as a communicator to children. As several researchers have shown children do not begin to develop understanding until they are seven and therefore advertising should not be shown to children before this age. Although, parents have a duty to protect the vulnerable children and therefore teach their children about advertising intent.

Communication and its Barriers

conference and its parapetsAny act by which one person gives to or receives from a nonher person nurture roughly that persons contains, desires, perceptions, acquaintance, or affective states. Communication whitethorn be intentional or unintentional it whitethorn condense a carriage conventional or unconventional signals, may take linguistic or non-linguistic forms, and may occur through spoken or other modes.Organisations gougenot operate without conference. Communication can take various forms but all forms involve the transfer of discipline from one party to the other. In order for the transfer of tuition to qualify as conference, the recipient must understand the meaning of the selective data transferred to them. If the recipient does not understand the meaning of the development conveyed to them, conference has not taken patch.Communication is the life source of organisations beca function organisations involve people. People cannot interact with to each one other without communication. In the absence of communication, everything would grind to a halt. For example the stoolers in an organisation would not issue the organisations objectives so they would not strive to achieve the organisations objectives.The workers in an organisation would not know what their roles and responsibilities were, so they would not be able to air out their daily tasks and duties.The gentlemans gentle fill inrs would not be able to train their workers reports so the workers would not possess the skills they needed to carry out their jobs.The managers would not be able to inform workers of changesThe organisation would not be aw atomic number 18 of their competitors activitiesOn the full people ar able to communicate with each other as this is a basic human function. However conquestful organisations strive not moreover for communication but utile communication.Interpersonal CommunicationThis is defined as communication amidst two or more people and involves the transfer of information (or substance) from one person to the other(s). The person transferring the information is called the flinger or transmitter. The people receiving the put across are cognize as receivers. The transmitter pull up stakes need to send the information in a format that the receiver(s) will understand. Converting the information into a format that the receivers will understand is known as Encoding.Messages can be encoded into a variety of formats oral, written or visual. After encoding the pass is transferred via a medium called a channelise, for example a letter, fax, phone call, or e-mail. After transferral the information will need to be interpreted by the receiver. This border of interpretation is known as decoding. Finally the receiver will send a message back to the transmitter confirming whether the information sent has been mum. This back check is known as feedback. The communication butt on involves seven key elements as illustrate d in the diagram below.Why you need to get your message acrossEffective communication is all about conveying your messages to other people understandably and unambiguously. Its also about receiving information that others are sending to you, with as little distortion as possible.Doing this involves effort from two the sender of the message and the receiver. And its a process that can be fraught with error, with messages muddled by the sender, or misinterpreted by the recipient. When this isnt detected, it can cause tremendous murkiness, wasted effort and missed opportunity.In fact, communication is only successful when both the sender and the receiver understand the same information as a result of the communication.By successfully getting your message across, you convey your thoughts and ideas effectively. When not successful, the thoughts and ideas that you actually send do not necessarily reflect what you think, causing a communications breakdown and creating roadblocks that st and in the way of your goals both personally and professionally.In a recent survey of recruiters from companies with more than 50,000 employees, communication skills were cited as the single more in-chief(postnominal) decisive factor in choosing managers. The survey, conducted by the University of Pittsburghs Katz Business School, points out that communication skills, including written and oral presentations, as well as an ability to work with others, are the main factor bring to job success.In spite of the increasing importance placed on communication skills, more individuals continue to struggle, unable to communicate their thoughts and ideas effectively whether in communicative or written format. This inability makes it nearly impossible for them to compete effectively in the oeuvre, and stands in the way of career progression.Being able to communicate effectively is in that locationfore essential if you want to build a successful career. To do this, you must understand w hat your message is, what audience you are sending it to, and how it will be perceived. You must also weigh-in the circumstances surrounding your communications, much(prenominal) as situational and cultural context.The communications ProcessTo be an effective communicator and to get your point across without mistaking and confusion, your goal should be to lessen the frequency of problems at each stage of this process, with clear, concise, dead on target, well-planned communications. We follow the process through belowSourceAs the source of the message, you need to be clear about why youre communicating, and what you want to communicate. You also need to be confident that the information youre communicating is useful and accurate.MessageThe message is the information that you want to communicate.EncodingThis is the process of transferring the information you want to communicate into a form that can be sent and correctly decoded at the other end. Your success in encoding depends par tly on your ability to convey information clearly and simply, but also on your ability to anticipate and eliminate sources of confusion (for example, cultural issues, mistaken assumptions, and missing information.)A key part of this knows your audience Failure to understand who you are communicating with will result in delivering messages that are misunders likewised.ChannelMessages are conveyed through channels, with verbal channels including face-to-face meetings, telephone and videoconferencing and written channels including letters, emails, memos and reports.Different channels save diametric strengths and weaknesses. For example, its not particularly effective to give a ache list of directions verbally, while youll quickly cause problems if you give someone negative feedback using email.Decoding only as successful encoding is a skill, so is successful decoding (involving, for example, taking the time to read a message carefully, or listen actively to it.) Just as confusion c an arise from errors in encoding, it can also arise from decoding errors. This is particularly the case if the decoder doesnt switch enough knowledge to understand the message.ReceiverYour message is delivered to individual members of your audience. No doubt, you have in mind the actions or reactions you hope your message will get from this audience. Keep in mind, though, that each of these individuals enters into the communication process with ideas and feelings that will undoubtedly influence their understanding of your message, and their response. To be a successful communicator, you should consider these before delivering your message, and act appropriately.FeedbackYour audience will provide you with feedback, as verbal and nonverbal reactions to your communicated message. Pay close attention to this feedback, as it is the only thing that can give you confidence that your audience has understood your message. If you find that in that respect has been a misunderstanding, at lea st you have the opportunity to send the message a second time.ContextThe situation in which your message is delivered is the context. This may include the surrounding environment or broader culture (corporate culture, international cultures, and so on).QUESTION 2Barriers of Communication1. Physical barriersPhysical barriers in the workplace includeMarked out territories, empires and fiefdoms into which strangers are not allowedClosed office doors, barrier screens, separate areas for people of different statusLarge working areas or working in one unit that is physically separate from others.Research shows that one of the nigh important factors in building cohesive teams is proximity. As long as people still have a personal space that they can call their own, nearness to others aids communication because it helps us get to know one another.2. Perceptual barriersThe problem with communicating with others is that we all see the world differently. If we didnt, we would have no need to communicate something like extrasensory perception would take its place. The following anecdote is a reminder of how our thoughts, assumptions and perceptions shape our own realitiesA traveller was walking down a road when he met a man from the next town.Excuse me, he verbalise. I am hoping to stay in the next town tonight. Can you tell me what the townspeople are like?Well, said the townsman, how did you find the people in the last town you visited?Oh, they were an irascible bunch. Kept to themselves. Took me for a fool. Over-charged me for what I got. Gave me very unforesightful service.Well, then, said the townsman, youll find them pretty untold the samehere.3. Emotional barriersOne of the chief barriers to open and free communications is the emotional barrier. It is comprised mainly of devotion, mistrust and suspicion. The roots of our emotional mistrust of others lie in our childhood and infancy when we were taught to be careful what we said to others.Mind your Ps and Qs Do nt speak until youre spoken to Children should be seen and not heard. As a result many people hold back from communicating their thoughts and feelings to others.They feel vulnerable. While some caution may be wise in certain relationships, excessive fear of what others might think of us can stunt our development as effective communicators and our ability to form meaningful relationships.4. Cultural barriersWhen we join a root record book and wish to remain in it, sooner or later we need to adopt the behaviour patterns of the group. These are the behaviours that the group accept as signs of belonging.The group rewards such behaviour through acts of recognition, approval and inclusion. In groups which are happy to accept you, and where you are happy to conform, there is a mutuality of interest and a juicy take aim of win-win contact.Where, however, there are barriers to your membership of a group, a high level of game-playing replaces exhaustively communication.5. Language barrie rsLanguage that describes what we want to say in our terms may present barriers to others who are not familiar with our expressions, buzz-words and jargon. When we couch our communication in such language, it is a way of excluding others. In a global securities industry place the greatest compliment we can pay another person is to talk in their language.One of the more chilling memories of the Cold War was the threat by the Soviet leader Nikita Khruschev saying to the Americans at the United Nations We will bury you This was taken to mean a threat of nuclear annihilation.However, a more accurate reading of Khruschevs words would have been We will overtake you meaning economic superiority. It was not just the language, but the fear and suspicion that the West had of the Soviet Union that led to the more alarmist and sinister interpretation.6. Gender barriersThere are distinct differences between the speech patterns in a man and those in a woman. A woman speaks between 22,000 and 25 ,000 words a day whereas a man speaks between 7,000 and 10,000. In childhood, girls speak earlier than boys and at the age of three, have a vocabulary twice that of boys.The reason for this lies in the wiring of a mans and womans thinkers. When a man talks, his speech is located in the left side of the brain but in no specific area. When a woman talks, the speech is located in both hemispheres and in two specific locations.This means that a man talks in a linear, logical and compart kindised way, features of left-brain thinking whereas a woman talks more freely mixing logic and emotion, features of both sides of the brain. It also explains why women talk for much longer than men each day.Removing Barriers at All These StagesTo deliver your messages effectively, you must commit to breaking down the barriers that equal within each of these stages of the communication process.Lets begin with the message itself. If your message is too lengthy, disorganized, or contains errors, you can expect the message to be misunderstood and misinterpreted. Use of poor verbal and body language can also confuse the message.Barriers in context tend to stem from senders offering too much information too fast. When in doubt here, less is oftentimes more. It is best to be mindful of the demands on other peoples time, especially in todays ultra-busy society.Once you understand this, you need to work to understand your audiences culture, making sure you can converse and deliver your message to people of different backgrounds and cultures within your own organization, in your country and even abroad.Barrier refers to something non physical that keeps apart or prevents activity, movement so on.Types of BarriersPhysical mechanical barriersLanguage or Semantic barriersSocio-psychological barriersOrganisational barriersPersonal barriers1- Physical Mechanical Barriers frayIt is the fluttering or interference in communication process anywhere along the way. Noise though of varying deg ree, disturbs or interferes with communication. Whatever that distracts the receivers attention causes communication breakdown. Noise can be physical psychological. Physical distractions or disturbances such as loud speakers, gossip etc., draw the attention of the receiver. Psychological mental disorder is related to mental disturbances like ego clash, pre occupied thoughts, hang over, anxiety.DISTANCELong distances between the sender the receivers can also obstruct effective communicationTIME fourth dimension refers to the reaching of message. If an important message reaches late it is sure to affect communication.INFORMATION OVERLOADIt refers to excessive transmission of information. Much more information than what the receiver can process is transmitted to him/her. The receiver cant understand , digest, analyze act upon information overload that is beyond mental capacity.MECHANICAL BARRIERSOutdated machines equipment may produce excessive noise leading to physical barriers in communication. Distraction like background noise, poor lighting., affect the morale of the employees also obstruct effective communication.2- SEMANTIC OR LANGUAGE BARRIERUNCLEAR MESSAGELack of clarity in message makes it badly expressed. poorly chosen empty word , phrases, inadequate vocabulary, failure to clarify implications etc., are some common faults found.FAULTY TRANSLATIONThe message that every manager receives from his superiors, peers, subordinates must be translated into language fitting for the respective person( for whom the information is destined).SPECIALISTS LANGUAGEIt is often found that technical personnel special groups tend to develop a special, peculiar technical language of their own. It hinders their communication with persons not in their specialty, because of the receivers ignorance of that type of language.3- SOCIO-PSYCHOLOGICAL BARRIERSDIFFERENCES IN PERCEPTIONPerceptual barriers may arise due to differences between individuals in the way they perce ive, organize understand their environment.DIFFERENCES IN ATTITUDEPeople differ with regard to attitudes opinions which often interfere with communication. If the message is consistent with our attitudes opinions we receive it favorably.INATTENTIONCommunication has no impact on those who are unable or unwilling to listen. If people do not pay the required degree of attention to listening understanding the messages they are supposed to receive. premature EVALUATIONSome people form a judgment before receiving the complete message. Such premature evaluation prevents effective communication. RESISTANCE TO CHANGEwhen newfangled ideas are being communicated, the listening apparatus may act as a filter in rejecting new ideas. Thus resistance to change is an important obstacle to effective communication.CULTURAL DIFFERENCECultural refers to values, beliefs, norms, attitudes perceptions of people of different nations or regions. Symbols, words, colors, gestures, language must be carefu lly selected when senders of information are traffic with people of different nations regions.4- ORGANISATIONAL BARRIERSSTATUS RELATIONSHIPONE WAY FLOWORGANISATION STRUCTURERULES REGULATIONS5- PERSONAL BARRIERSATTITUDE OF SUPERIOR- the attitude of superiors towards communication affects the flow of messages in different directions.LACK OF CONFIDENCE IN SUBORDINATESLACK OF TIMEMESSAGE OVERLOADBarriers to effective Communication ( draughty bucket)At each stage in the process encoding, transference, and decoding there is the possibility of interference which may hinder the communication process. This interference is known as noise. Often a comparison is made between communication and a leaky bucket. If you use a leaky bucket to carry water, water will be lost at various points in your journey from the water tap to your destination. It is not possible to stop losing water because the bucket contains holes. The amount of water you will lose will be impelled by the number of holes in the bucket, the size of the holes, the route you take to your final destination and length of time it takes you to get to your destination. There may also be other events that occur during your journey which adjoin the amount of water lost. Similarly when information is transferred from the transmitter to the receiver not all of the information may be received by the receiver because of holes called noise. Each of the noise may be affect the amount of information transferred. Just as in a leaky bucket, more holes decrease the amount of water, more noise decreases the amount of correct information received.Language issues and Cultural DifferencesThe receiver(s) may not (fully) understand the language apply by the transmitter. This may occur if the transmitters language is foreign to the receiver. There may also be language problems (that the communication process) if the message contains technical information and the receivers is not familiar with the technical terms used. Cultural differences created by an individuals background and experience affect their perception of the world. Such cultural differences may affect the interpretation (decoding) of the message sent.Environmental issuesIf the environment that the transmitter or receiver are in, is noisy and full of sound, the sounds may prevent the message being fully understood. Background noise is often created by colleagues or machinery.Channel issuesIf the channel used to transfer the information is poor it may prevent all or some of the information being transferred. Examples include a faulty fax machine, a crackling phone, handwriting that cannot be read or in the case of oral messages irrational facial gestures.Receivers Attitude and behaviorIf the receiver(s) is not interested in the message (or unable to give their full attention to decoding) this may reduce the amount of information received or the accuracy of the information transmitted to them. Similarly the receiver(s) may misinterpret the mess age by jumping to conclusions or reading the message in a manner that suits their own interests/objectives and distort the true meaning of the message.Transmission journeyi.e. steps in the message, If the message is complicated or there are dishs of steps taken to transfer the message it may affect the accuracy or interpretation. Comparing with the leaky bucket if the leaky bucket has to carry water over a longer distance more water will probably lost than if the journey was shorter.Internal / Organisational CommunicationThis is communication that takes place within (or across) an organisation. In addition to the usual face to face, telephone, fax or mail modern organisations may use technology to communicate internally. Technology may be used for e-mails or a linked internal communication system such as the intranet which is an internet system designed solely for use by those working for the organisation.External CommunicationsConversely external communication is communication bet ween the organisation and those outside the organisation. Modern organisations may design proficient systems so that they can communicate with customers and undertake e-Commerce. Alternatively they communicate with other origines through the internet or similar systems and undertake e-Business.Functions of Internal and External CommunicationsTechnology has rapidly expanded the types of internal and external communication available to organisations. The diagram illustrates the vast array of internal and external communication available.Combined in concert internal and external types of communications allow various sectors of the local, national and international community to interact, liaise and conduct business.Formal and Informal CommunicationsFormal communication is defined as communication which occurs through the official organisational channels or is undertaken by an employee to do their job. For example official meetings, letters and a manager intercommunicate an employee t o carry out a particular task. Conversely informal communication is that which occurs outside the recognised communication networks such as talking in the lunchroom or hallways between employees. Informal communication can be productive or negative. It has the potential to build teams, improve working relationships and generate ideas as employees are in a relaxed environment.Upward and Downward CommunicationsDownward communication is communication created by directors and managers and passed down the hierarchy of workers in the organisation. In traditional organisations this is the preferred rule of communication ie Managers decide what the systems, rules and procedures will be and then they pass these down to employees they manage and supervise. Downward Communication can increase efficiency by synchronising organisational procedures and can ensure that everybody is working towards the same overall aims and objectives. Types of downward communication include job descriptions, appr aisals/evaluations, organisational policy, and organisational systems.Although there are advantages to downward communication organisations have began to encourage upward communication. This is communication which originates at the lower level of the employment hierarchy and is then communicated up through the line. Organisations encouraging upward communication bank that everybody is capable of generating thoughts and ideas which may help the organisation to progress, particularly when they are working closely in the area that the idea applies to. Upward communication may increase motivation and make employees feel valued and respected whilst enabling managers to understand how employees are feeling. Furthermore if problems occur at they are more likely to be identified earlier by those working closely in the area that they occur. Types of upward communications include suggestion schemes, feedback forums/surveys, grievance procedures and employee-manager discussions.Lateral Commun icationThis is communication that occurs between employees on the same level in the organisation. As this can involve decision making it can create efficiency as employees do not have to wait for managerial approval. On the other hand if the manager is not kept informed or if the manager fails to set boundaries there is potential for conflict.Diagonal CommunicationThis occurs when communication occurs between workers in a different section of the organisation and where one of the workers involved is on a high level in the organisation. For example in a bank diagonal communication will occur when a department manager in promontory office converses with a cashier in a branch of the bank establish on the high street.TELECOMMUNICATIONS GLOSSARYTermDefinitionTelecommunicationCommunication between parties found in different locations by using a cable, telephone, broadcast or a telegraph.NetworkingLinking to or more computers together so that information and facilities can be shared. Co mputers in the same room may be linked together or the organisation may decide to link, computers in different parts of the world together.Local Area Network (LAN)Computers linked by a network without the use of telecommunications. Often the computers linked are based in the same location, group of buildings or site.Wide Area Network (WAN)Computers linked by a network using telecommunications. Often the computers linked are based in different locations.TeleconferencingThrough the use of telecommunication devices such as video link participants based in different locations communicating is known as teleconferencing.Electronic Data Interchange (EDI)Computer networks used to exchange standard business transaction documents between organisations.QUESTION 3How might a manager use the GRAPEVINE to his or her advantage?First of all the definition of grape is that it is the unofficial way that communication takes place within the organization. It is incomplete supported nor authorized by the organization. It can also be called gossip. As we know many gossips have no factual bases at all most of them however do. A manager can use pipeline to his or her advantage if it is an organization where people are used to get their information from these sources.And of naturally it would be a lie to say that most of us dont gossip, or listen to them at least occasionally, especially if it involves us. Bad information spreads a lot faster than good news, so the information gets to employees real fast. It can happen by a word of mouth, or recently more frequently by electronic means. If an organization is based on honesty, these grapevine information can be a lot more accurate than in an organization that is based on an authoritative culture. Usually there is always some truth to it however. Rumours about major lay-offs, plant closings, and the like may be filled with accurate information regarding who will be affected and when it may occur. This truth component is what a manag er can use to his or her benefit. Most employees know that if there is any kind of grapevine information circling in the company, whatever its about can be true. If a manager for example wants to influence employees to work harder, or put more effort into it, he or she can simply start a new gossip, or encourage an existing one about lay-offs that might involve their department. Im not saying this is a nice way to do this, but if nothing else works, why not. This is however not the sign of the good manager, because he or she should be able to use other methods of motivation. A good leader needs to be able to exert high level of effort from his or her employees by motivating them in different ways.Another way of looking grapevine information is its usefulness in supplementing formal information channels. It provides a way for employees to communicate their imaginations and inputs to a certain issue. If management is not really doing a good job with communicating with employees about what is going on in an organization, then grapevine can satisfy these natural needs for information. word of mouth is a healthy human desire to communicate. It is the informal communication channel within the organization. Managers have to acknowledge this fact, and try to use it to their own advantage. Managers interested in creating good communication within the organization will use grapevine as a mean to improve it. The real value of grapevine should be to management is that it reveals issues that generate from those whom interested in or effected by it. Managers can also participate in grapevine. They can be filters, who monitor the information and forward to upper management only the valuable and important components.Grapevine usually pops up during times of uncertain times therefore management has to make sure that it is providing enough information about important issues. The longer the rumor goes around, the hardest it is to support, so management had to intervene quickl y if it wants to avoid its damaging effects. The fact is that grapevine is exists within organizations, and they always have a truth component to them. commission therefore can use them to their own benefits, as a compliment to the official and formal channels of information.How to use the Grapevine effectively in business organizations?Grapevine is an informal channel of business communication. It is called so because it stretches throughout the organization in all directions irrespective of the authority levels. The management can use grapevine to supplement the formal channels of communication. Though it carries some degree of error and distortion, efforts can be made to correct it. Ignoring the grapevine is nothing but to switch off a valuable source of communication. The management can eliminate its negative consequences and, at the same time, it can nourish its positive benefits. The managers have to learn to manage and control it.1. The management can open up all the channe ls of organizational communication to present the facts positively before the employees and thereby can rouse the negative messages with the positive weapons of facts and figures.2. Better job design and better quality of work life can easily bring the grapevine under the control of the management.3. It also prevents the boredom, idleness and suspicions among the employees.4. The negative consequences of the grapevine can be easily eliminated if the management is successful in creating trust-relatio

IB Theory of Knowledge

IB Theory of KnowledgeAll human beings, by learning how to agree and disagree with particular subjects, take a shit opinions and therefore express them. But how do the opinions of talented help us researching for certain cognition? Before, experts were figures whom we, as human beings, trust and face on to detect truth from our insights. They shake up advanced knowledge, skills and understanding. Then what is the difference between opinions and knowledge? Opinions ar what we think about a particular question. We shape our beliefs ground either on experiences or sands, or on the knowledge we have. However, the real source for our opinion has been vague until now. Thus, we all have different opinions on a like issue at different levels. Knowledge is what we gain from our experiences, lores and reasoning by associating with various matters. An important detail about opinions and knowledge is that they are correlated. We use both knowledge and opinions to acquire opinions an d knowledge. Which one is more important the between the two? Is it opinion or knowledge? The question addresses how important the opinions of experts are and in what handle of knowledge they are important.Our knowledge depends mostly on knowledge that is inherited from the past. This is because it is evidenced that we trust it more. Opinions are the basis of theory and what make convictions on the opinions stronger are physical objects, facts and people. We call them in a word, testimony. For example, a hypothesis merely begins as an opinion tho develops into a theory with various testimonies. Natural science, the engage of physics, chemistry and biology, also often include the usage of experts opinions. For example Charles Darwin who played an important role in developing the evolutionary theory insisted on the fact that evolution is a result of natural selection. There were themes against his theory. However, by his discovering a series of observations and deductions, people were convinced and believed his philosophy. People were persuaded by his testimony, evidence. Without the testimony, the opinion of experts is not invaluable and theory often cannot be built such experts will be contributing less or with no credible knowledge for us.Human science, the contract and interpretation of the experiences, activities, constructs, and artifacts associated with human beings1, is anformer(a) area full of experts opinions. John B. Watson and B.F. Skinner, known as psychologists claimed the fact that all behaviors are acquired through conditioning.2Looking at their opinions, we wear down that their opinions are based on sense perception. Sense perception refers to the perceptions that are based on five senses sight, hearing, touch, smell and taste. Then what is the relation between sense perception and theory? Believing our senses is equal to believing to see the truth. We, as in TOK, doubt our senses by insisting that we have different perceptions and experi ences. We cannot trust tout ensemble what we see, smell, hear, taste and touch. The behaviorism theory began by doubting our senses that come from experiences and conditioning. Distrusting one sense can bring about a completely different behavior. By stating that desk is a desk, I see it from different perceptions. When I see a desk itself, I see only one edge of a desk. I hunch my senses that are from my experience and conditioning. John B. Watson and B.F. Skinner go up the theory and we develop our knowledge by asserting that we all have different perceptions from conditioning.Is the opinion of expert always important in any area of knowledge? We, students always stay closer to mathematics not only at school but also in life. It is an essential subject we learn from the very early ages. Does mathematic require opinions of experts? Do we use them to explain and solve math problems? The mathematical knowledge is composed of certain rules. These rules require logic and reasons to reach the resultants and the explanation. The mathematical knowledge is also complex and theoretical. The content and extent of math are unlimited and thus require logic thinking. Namely, opinion is not a necessary element for mathematics. An expert himself depends on logics and reasons and tries not to get involved with feelings and opinions. This is because individualized emotions and opinions often mildew the processes. I, as a Korean, am always surprised about the fact that Americans use various toys and methods to teach math. On television, I see cards, candies, milks, and toys etc used to name the interest of children. In particular game is another method of math for the Americans. In Korea, not only high school students but even childlike students, do not use any toys when learning math. We believe that toys can disturb childrens concentrations and slow down the speed of acquiring mathematical skills. Using toys is secret code more than to make us curious what math is about when we are at age of 5 or 6.Ethics is a motivation based on the ideas of right or wrong.3We often confuse the concept of moral principles and morals. Then what is the definition of moral? Moral refers to the personal character while ethic is a social system in which those morals are applied.4In other words, ethics, different from moral, point to the standards or the codes of behavior expected by the group to which the individual belongs.5Do we use opinions of experts in ethics? Before asking this question, do we need them in this field? We assume that we do not. Ethics depend mostly on the nature of the problem. There are certain rules and patterns but these are not based on the opinions of experts. This is because the expert can express personal emotions and cultures and thus influence opinions. Ethics should not rely on the belief of an individual or a particular group. Belief refers to the emotions, opinions and cultures. Culture of the expert has a great impact on ethic s when applied. This is because every expert has different culture and thus creates different ethics. The most representative ethics in Korea is discretion towards older people. Dissimilar to any other countries, we bend our waists 90 degree to bow towards older people such as our parents, grandmothers, grandfathers, teachers and older neighbors. We show our compliments in this way. We look upon the respect more than anything. Then, do Koreans reflect the opinions of experts in this issue? It is ethics that reflects cultures rather than opinions of experts. Namely, we do not require individuals opinion and emotions to value ethics. To conclude, we see that some palm do not necessitate opinions of experts and rather consider them as obstacles that prevent us from searching for and improving the knowledge.Addressing the question, I have stated two areas of knowledge where I see the need of experts opinions natural science and human science. I also have stated two other areas of kn owledge where I think that opinions of experts are not required but rather logic and reason math and arts. The reason why I have also discovered areas where opinions are not necessary is that I believe some fields require more logic and reason than personal opinions. I could have found areas easily when I thought of subjects I study at school. I realized that I am in touch with these fields every day. Reflecting my research, I conclude that elements in ways of knowing are essential at influencing the areas of knowledge. In addition, I consider that not only emotion and sense perception but also testimony and culture are important impacts associating with the opinions of experts.How important are the opinions of experts in the search for knowledge? We cannot precisely answer this question because we cannot measure how important they are but rather can judge where they are important. Based on the information carried on until now, we can approach to the conclusion that in fields like n atural science, human science and history require opinions of experts. These fields are easily influenced by sense perception and testimony. When testimony is put on with these fields, it contributes advanced knowledge to us. On the other hand, when looking at the human science, we find that doubting our five senses bring us different conditioning which influences our perceptions and opinions. We see that this is one reason why everyone develops different viewpoints. We also discover that some fields like math and art do not endow knowledge to us using the opinions of experts but the logic and the reason. This is because we believe that not only the opinions but also the emotions can be factors confound the experts in the process of searching for the knowledge. In addition, we realize that some experts rather refuse to be involved with opinions and emotions. We also linked culture as a part of impact like opinions and emotions. To conclude, experts opinions should be viewed as guid ance but we should not forget that they are expert opinions, namely they have some influence carrying from culture and other sources.

Arnolds Dover Beach and Wordsworths Tintern Abbey Essay example -- p

A reflection on Arnolds Dover Beach and Wordsworths Tintern AbbeyPoetry that establishes its raison dtre as linguistic play is, for Wordsworth, a matter of amusement and groundless pleasureas if it were a thing as indifferent as a taste for rope-dancing, or frontiniac or sherry ( usher in 250). Wordsworth condemns poets whose efforts contribute mainly in celebrating evening gown experimentation he discriminates against poetry that has recourse to what he calls a superlatively contemptible (265) language. Wordsworth advises his readership to mistrust what he calls the infinite caprices (261) of poetic composition, and he claims that such invention undermines what he holds as poetrys true task. He is skeptical of poets who break in upon the sanctity of truth of their pictures by transitory and accidental ornaments, and endeavor to excite confusion of themselves by arts (260).Instead of celebrating metrical aesthetics as a pursuit valuable in its own right, Wordsworth regrets verse t hat compromises content for the tearaway(a) satisfaction of effect and immediacy of impression. To safeguard poetry from such intransigence, then, Wordsworth proposes a poetry that is more transcendental or conceptual. He seems to conjoin poetry and ism with a greater end in view, no doubt one receptive of his own endeavor in mapping out a breeding of his introspective self Aristotle, I have been told, hath said that poetry is the most philosophic of all writing. It is so. Its object is truth, not individual and local, but general and shamus not standing upon external testimony, which gives strength and divinity to the tribunal to which it appeals, and receives them from the same tribunal. (Preface 258)This statement ill... ...edArnold, Matthew. Dover Beach. The Poetical Works of Matthew Arnold. Ed. C. B. Tinker and H. F. Lowry. Oxford University Press, 1950. 210-212.Arnold, Matthew. Wordsworth. Essays in Criticism bite series. Ed. S. R. Littlewood. London Macmillan, 1951. 73-96.McEathron, Scott. Wordsworth and Coleridge, Lyrical Ballads. A Companion to Romanticism. Ed. Duncan Wu. Oxford Blackwell, 1999. 144-156.Morgan, Thas. Rereading Nature Wordsworth between Swinburne and Arnold. Victorian Poetry 244 (1986 Winter) 427-439.Trickett, Rachael. Wordsworth and Arnold. The Wordsworth Circle 201 (1989 Winter) 50-56.Wordsworth, William. Tintern Abbey. Romanticism, 1st ed. Ed. Duncan Wu. Oxford Blackwell, 1994. 240-244.Wordsworth, William. 1802 Preface to the Lyrical Ballads. Romanticism, 1st ed. Ed. Duncan Wu. Oxford Blackwell, 1994. 250-269.

Portrayal of Jane Osborne in Vanity Fair Essay -- Victorian Era Willia

The spare WomanThackerays portrayal of Jane Osborne in Vanity true(p) is really troubling to the reader of the twentieth century. Grown to be a muliebrity who is stuck under her tyrannical fathers roof, her life appears to be very confining and menial. Her sister snubs her, her nephew mocks her behind her back, her father mocks her to her face, and her main role in life seems to be as her fathers housekeeper. However, Thackerays portrayal would fuddle had a very different effect on the Victorian reader. While all of these things which affronted us would have been equally awful to them, Thackeray uses another key show which has lost its effect on our modern minds that unfortunate and now middle-aged young lady (448). Jane Osbornes future has progressed from being uncertain, waiting somewhat impatiently for a suitors attentions, to a dreadful certainty she is quickly becoming what the Victorians referred to as a redundant woman.DestinyA Victorian woman was bred up with the honore d ideals of someday being wives, daughters, and guardians of the home (Parkinson). A model young woman was designed as a bargaining tool her person, characteristics, skills, and, for those who were fortunate, lot were key chips to be laid in a game of houses which defined the noblest aspirations of Victorian society. The very spheres of influence written about by so umpteen authors of the time, both male and female, dictated that what the woman is to be within her fates, as the centre of order, the balm of distress, and the mirror of beauty that she is also to be without her fates, where order is much difficult, distress more imminent, loveliness more rare (Ruskin). However, being bred for marriage produces a number of problems hundre... ...n has become very antiquated, and purposeless in a world where women have more and more opportunities for equal advancement, affirmative action, etc. It is interesting, however, to note that the ideas of spheres of influence still persist, t hough somewhat altered.Works CitedGreg, W. R. Why Are Women Redundant? (excerpt). Phoebe Junior. Elizabeth Langland. Broadview Literary Text. Toronto Broadview Press Ltd., 2002. Pages 449-450.Ruskin, John. Of Queens Gardens (excerpt). Phoebe Junior. Elizabeth Langland. Broadview Literary Text. Toronto Broadview Press Ltd., 2002. Pages 446-449.Parkinson, Allison. Sphere Switching Polly, Work/Life Choices and the redundant woman in 19th Century London. November 9, 2004. Thackeray, William M. Vanity Fair. New York Random House, Inc., 2001.