ACC 501 Case Assignment 1 (Accounting for Cesision Making Essay

ACC 501 Case Assignment 1 (Accounting for Cesision Making - Essay Example According to the disclosure in its Annual Review, standards appropriate to ‘current legislation’ and the company’s Articles of Association are used. As countries listed with the EU securities market use the International Financial Reporting Standards for reporting purposes, it is concluded that the parent company prepares its consolidated financial statements according to the IFRS (Weygandt, Kimmel, & Kieso, 2010). The Auditing Board of the Central Chamber of Commerce undertakes responsibility for local auditing standards within Finland, so it can also be concluded that relevant audit standards used by Fazer Group are as per ABC (DeloitteToucheTohmatsuLimited, 2013). Comparability of the income statement may be difficult as Fazer group’s income statement does not incorporate Cost of Sales or Cost of Goods Sold as an individual line item whereas Caribou’s income statement does. Fazer’s statements have specified increase or decrease in inventory stock individually whereas Caribou’s have included inventory movements within COS. This may give rise to comparability issues within the operational cost heads of the two companies (KPMG, 2012). Caribou’s statement of cash flows does not incorporate the impact of the finance cost, dividends paid and tax paid after the ‘changes in operating assets and liabilities’ segment of the cash flows from operating activities; instead the information is provided as supplementary disclosure at the end of the statement of cash flows. As per IFRS regulations, this adjustment is made in Fazer’s statement of cash flows. This, eventually, creates a discrepancy between the final figures for operating cash flows for the two companies. Conclusive statements about the companies’ performances based on the statement of cash flows cannot be drawn as a result. Purchase of the subsidiary is incorporated within the investing activities of Fazer Group; however,

Response Essay Example | Topics and Well Written Essays - 500 words - 20

Response - Essay Example The songs by Styne and Robin were taken from the Broadway show. It is the funny story of Lorelei Lee, a beautiful actress who is very much excited to become the part of Jazz culture. She however is extremely innocent that she does not understand she is a prey for other people’s funs. She is easily taken by flattering. The characteristic feature of this movie is that it is rich with comedic moments and musical numbers. Marilyn Monroe’s beauty and charm is unforgettable. The movie altogether is a brilliant combination of song, love, and laughter. I think Monroe’s performance of the song Diamonds Are a Girls Best Friend and her pink dress would gain any viewer’s immediate attention. This is the main reason I think, why the film was welcomed by a series of enthusiastic reviews. This movie was rated as the sixth highest-grossing film of 1953. It collected total revenue of seven and a half million dollars at the box office. One would surely admire Monroe and Russell for their performances. Evidently, this is the movie that assisted them to become so popular in the Hollywood. It is relevant to discuss a few things about an article ‘Gentlemen consume blondes’ written by Maureen Turim. In this article, Turim explores to what extent the obviously exploitive ‘sexual display’ of Monroe and Russell in Gentlemen prefer Blondes undercut the performers’ own well communicated self-awareness of the display, by ‘cynicism and cleverness’. The author gives particular focus to the way the film depicted female sexuality. In her article, Turim refers to the Anita Loos’s satiric novella of 1925 which was written in the background of the postwar American culture. In the novella, the display of female body was greatly linked to commodity consumption. According to Turim, the success of the movie has to be attributed to various factors including but not limited to Monroe’s charming beauty, Russell’s

You choose the topic Essay Example | Topics and Well Written Essays - 1000 words - 5

You choose the topic - Essay Example The governments that exist today and related organization like the United Nations have attributed their democratic tastes from the theories of John Winthrop and Thomas Hobbes. In Social Contract, Hobbes states in his Second Law of Nature that preservations are self-sought communally and rationally. Winthrop’s Model of Christian Charity comes out with several rules that are necessary for carrying out various activities. It is through the ideas of the two renowned scholars that the ideals of democracy have been adapted. In Hobbes account of the widely respected field of human psychology, he illustrates the first law of nature (Fabre 32). The rule states that human beings are forbidden from carrying out acts that can destroy their lives or take away the means of preserving the very same lives. He further explains that self-preservation is sought rationally through a communal agreement (Fabre 34). It is, therefore, natural for individuals to give up on some freedom or liberty so as to attain the security of self-preservations. From this, Hobbes comes up with a concept that socials organizations and political settings that are present today are anchored on or pay much emphasis on them. The condition that forces individuals to give up rights at the expense of collective security is termed as a social contract. Contract emerges from the mutual transfer of the rights (Fabre 12). Nature has it that all are entitled to everything. There should be no limits to the right of natural freedom or liberty. So when individuals agree to transfer these rights to freedom, the social contract is achieved. In the place of natural right, a limited right comes in, for example, the right to property (Lijphart 45). According to Hobbes, these agreements are not made only because one is raised in a more civil society that has rules and conventions (Fabre 11). It is, therefore, by performance throughout experimentations regarding state of nature and adhering to the

Response Essay Example | Topics and Well Written Essays - 500 words - 20

Response - Essay Example The songs by Styne and Robin were taken from the Broadway show. It is the funny story of Lorelei Lee, a beautiful actress who is very much excited to become the part of Jazz culture. She however is extremely innocent that she does not understand she is a prey for other people’s funs. She is easily taken by flattering. The characteristic feature of this movie is that it is rich with comedic moments and musical numbers. Marilyn Monroe’s beauty and charm is unforgettable. The movie altogether is a brilliant combination of song, love, and laughter. I think Monroe’s performance of the song Diamonds Are a Girls Best Friend and her pink dress would gain any viewer’s immediate attention. This is the main reason I think, why the film was welcomed by a series of enthusiastic reviews. This movie was rated as the sixth highest-grossing film of 1953. It collected total revenue of seven and a half million dollars at the box office. One would surely admire Monroe and Russell for their performances. Evidently, this is the movie that assisted them to become so popular in the Hollywood. It is relevant to discuss a few things about an article ‘Gentlemen consume blondes’ written by Maureen Turim. In this article, Turim explores to what extent the obviously exploitive ‘sexual display’ of Monroe and Russell in Gentlemen prefer Blondes undercut the performers’ own well communicated self-awareness of the display, by ‘cynicism and cleverness’. The author gives particular focus to the way the film depicted female sexuality. In her article, Turim refers to the Anita Loos’s satiric novella of 1925 which was written in the background of the postwar American culture. In the novella, the display of female body was greatly linked to commodity consumption. According to Turim, the success of the movie has to be attributed to various factors including but not limited to Monroe’s charming beauty, Russell’s

The Importance of and Impacts of Professional Development in Education Essay Example for Free

The Importance of and Impacts of Professional Development in Education Essay Abstract: Like any area of human endeavors, the professional development in case of education is considered as a key factor in honing the over all performance of the students thereby resulting in a marked success of educational institutes. In this regard, importance and the positive implications of efforts in terms of teacher development cannot be denied. This paper succinctly touches on the contemporary trends pertaining to the development in education sector with a special elucidation of professional development where areas like collegial interactions, teachers leadership, community interaction, teachers’ individual learning and data driven decision come up to be the effective strategies in order to enlighten the education system with positive reforms.    The paper also analyzes a few research based programs as the case studies for advocating the importance of teachers and their collegial interactions for the success of any institution. Development in Education: In the changing world, the aggrandizing competitiveness has overwhelmed every sphere of the contemporary life. It’s a datum of experience that to cope with the increasing demands of the current era, a modern man is in a continuous process of inoculating reforms in every field. In this regard, what surpasses all the fields is the sector of education since it forms the basis for strengthening all the other institutes of life. In other words, for the provision of better workers, the engineering sector is as much dependent on the education system as is any other field like Medicine or Business.   Keeping in view such a crucial importance of education, various analysts and educationists are bringing new innovations in order to hone the current education system. These reforms involve issues like the quality of teachers, testing and evaluation, learning environment, course design, curriculum and need analysis of the students etc. Professional Development in Eductaion: â€Å"Student learning depends first, last, and always on the quality of the teachers (Usdan, McCloud Podmostko: 2001).† When talking about the reforms in the education system, the role of a teacher cannot be denied. Since teachers play a key role in the over all accomplishment of any educational institute, they have rather become the cynosure of educational reforms where they are considered as students who are in a constant process of mentoring and being mentored. The reason behind bringing the teachers to the centre of attention is the fact that any kind of improvement happening in any classroom involves the participation of a teacher (Schwarz: 1998). Any development in teachers would not only improve students’ performance but would also motivate the teachers themselves. According to Fullan and Stiegebauer, â€Å"Good change processes (are those) that foster sustained professional development over ones career and lead to student benefits (Schwarz: 1998).† Reasons behind Professional Development: â€Å"Processes, practices, and policies that are built on (†¦) view of learning are at the heart of a more expanded view of teacher development that encourages teachers to involve themselves as learners in much the same way as they wish their students would (Lieberman: 2002).† Behind the increasing trend towards the teacher development lays the notion of ‘learning by changing (Lieberman: 2002)’. According to this notion, the basic catalyzing force behind teacher development is the process of changes implemented in the institutions in an expectation of amelioration. In order to cope with the increasing demands, the teachers not only attend to their individual skills but also refer to their colleagues. This concept views the teachers in a constant process of learning that facilitates them to realize their changing roles as instructors, peer coach and researches, to create new structures like problem-solving groups, decision-making teams, to work on new tasks like journal and proposal writing and to establish an inquiry oriented culture in the classroom (Lieberman: 2002). Models and interpretations of teachers’ professional development: Sparks and Loucks-Horsley have proposed five levels of teacher development which are individually-guided staff development, observation-assessment, involvement in a development and improvement process and training and inquiry. However Hargreaves and Fullan propose that the term ‘teacher development’ has multiple interpretations which include the search to find learning opportunities for better performance, finding places for personal development and helping to foster a learning oriented and supportive work environment (Kee Luan : 1996). Marsick and Watkins proposed their Model of the Learning Organization to have three levels namely individual learning, team learning, and organization learning (NCREL: 2003). The first level focuses on individual skills that may be obtained in solitude or in groups whereas the last two refer to the collaborative skills of the teachers. Issues and Scope of Professional Development in Education: The scope of professional development in education can be best seen in the light of various strategies and issues involved under the vast umbrella of the term ‘professional development’. Team Learning and Teachers Collegiality: According to Bernard-Powers et al., â€Å"Adults are learners just as are children, and that everyone learns best when there are ongoing opportunities to develop questions, investigate, reflect, apply and share knowledge in real-life contexts (NCREL: 2003). Collegiality or Collegial Interaction is a phenomenon whereby the teachers get a chance of interacting with their colleague teachers for active professional learning through events like Conventions, Faculty meeting, Seminars, Lesson planning, School Visitations, Sharing materials, Conferences, Workshops, Examination preparation, Informal meetings and Team teaching etc. According to the research work done by Jackson and Goodlad, the greatest impediment in the way of teacher development is the absence or lack of collegiality. It is because learning new skills and implementing them is a matter of trial and error. As long as the teachers work and asses the performance on their own, a much greater space for improvement is left as compared to the case where the teachers work in groups (Kee Luan: 1996). The concept of teacher collegiality or the collaboration of teachers for the purpose of honing their performance is not a novel idea. Although prevalent for the past decades, collegiality has gained special interest of educationists in the recent few years when it is considered to be the most effective way of teacher development. With its roots profoundly interred in the organizational theory models, Collegiality fosters team work of the teachers thereby assuring the success of the institute. During the collegial interaction process the teachers learn from the experienced teachers and apply collaborative skills. In this concern, organizations like Australian College of Education and the General Teaching Council for England have already taken active measures to encourage teachers’ collegial interactions (Leonard, L. Leonard, P.: 2003). Teacher leadership: Teacher leadership is often considered as a direct contrast against collegiality because collegiality is misinterpreted as a form of interdependence of teachers on one another which leaves the individual potential of the teachers as leaders in doubt. Such misconception arise because of the lack of information that the collaboration of teachers not only helps in accommodating the weaknesses but also emphasizes on the encouragement of teachers in case of their achievement. Such an encouragement boosts a spirit and motivates the teachers for further honing their performance.   This makes the teachers individually strong rather than being dependent. According to McCann and Radford, collegiality also indicates the positive contribution of other teachers in the success of a particular teacher (NCREL). Succinctly speaking, the ‘celebration of achievements is important to give teachers encouragement and recognition. Ways of sharing and celebrating achievements before a wider school audience should be a component of a mentoring scheme ( NCREL).’ Community Interaction: According to the Ontario College of Teachers, the teachers are educational leaders who collaborate not only with their colleagues and students but also with the parents, and members of the community. As proposed by the National Board for Professional Teaching Standards, an effective teacher is a participant of the learning community (Leonard, L. Leonard, P.: 2003). The learning of such teachers is not merely confined to the premises of the institute but is stretched throughout the community. Occasions like parent teacher meetings, co curricular events, exhibitions and fairs provide a fair chance of learning experience in a culture specific context. Individual Learning : â€Å"Just as independent learners inspire an engaged and effective classroom, teachers who are themselves independent learners inspire vital and engaged learning communities (NCREL: 2003).† Among many areas that are kept under consideration for teacher development, technical proficiency often supersedes various other skills since education like any other field is also overwhelmed with the current of latest technologies. For the very reason, professional development in education also focuses on the teaching of technological skills. According to a survey conducted in different schools of the West, technology use by teachers results in an improved student performance thereby resulting in an increase of such trends (Brumfield: 2006). It is because the modern methods of teaching employ different technologies which make the lessons not only innovative but also interesting for the students. Individual Learning through Collegial Interactions: Collegiality also helps in honing the individual skills of the teachers in such a way that interactions with colleagues help the teachers to be acquainted with innovative strategies. Group discussions allow them to   implement better strategies of the other teachers in their classrooms, helps them in fulfilling the needs of all the students and provides them with a standard of professional practices to be implemented in the classroom (School Education Division: 2006) . Cultural Contexts in Teachers’ Learning: Since collaboration of teachers is wholly coalesced with the process of sharing ideas, the cultural context plays a vital role during its practice. It is in the light of the cultural notions that the teachers share common norms while practicing collegiality. Consequently, this culture-specific collegiality is responsible for the creation of a particular school culture. Peterson draws a schism between two types of cultures prevalent in the schools.   Namely Positive Culture and Toxic Culture, the former exists in educational institutes with teachers actively involved in collegial practice whereas the latter ascends the institutes where such exchange practices are discouraged (Leonard, L. Leonard, P.: 2003). Educational Decision-making: Decision making in education is an extremely critical issue since the major decisions not only hold the fortune of the students but also determine the over all success of the institute. Any rightly taken decision may boost a positive wave of change when at the same time a wrong decision may mar the prospects of the school’s population and its reputation. Realizing such a significance of educational decisions, the modern educationists propose a data-driven approach to decision making.   Although with its idea being inoculated back in 1980s, data driven decision making in education has actually gained strength in the present day world. The pre-requisite of such a decision making is the presence of data as a proved reason for implementing any new policy or a change in the institute. Such a data is systematically collected and analyzed by the teachers, heads and administrators. This data is of various types including the input, process, outcome and satisfaction data. Here the input data involves the data on the demographics and expenditures of the school, the process data comprises of the data on quality of instruction, the outcome data analyzes the dropout rate and the test results and the satisfaction data asks for the opinions of teachers, parents, community and the students etc   (Marsh, Pane Hamilton: 2006). Instead of relying on a single type of information, triangulation of data is considered the most effective way of getting the maximum information possible. In the triangulation of data, various sources and techniques are adopted which are tallied with one another before arriving at any concrete finding to form the basis of the future decision. Such decisions fall under two categories namely the identification oriented decisions and the action oriented decisions. In the case of identification oriented decisions, the data obtained is utilized to identify goals and to do the needs analyses. In the case of action oriented decision making, one of the most viable ways of data collection is to introduce temporary changes in the classroom and obtain the data in the form of achievement test. The results of such an achievement test are further compared with the tests administered in normal circumstances. The difference in the average results of the students before and after the implementation of transitory changes determine whether the decision of implementing the change permanently would be workable or not. Research works on Professional Development and Collegial Interactions: The Project for Enhancing Effective Learning: The Project for Enhancing Effective Learning (PEEL) was launched in Australia in 1980s and proved to be a ground breaking work of teacher collaborative action research. The project commenced as a research work confined to the classrooms in Melbourne. Originally focused on the development of students and their learning practices, the proceedings of the research indicated a need of similar meta-cognitive development of the teachers in order to make the teachers play a positive role in facilitating the changes implemented in the classrooms.    As a result of the changing environment in classrooms, regular meetings of teachers were held in which the colleagues used to mention their observations, share their experiences and come up with their innovative ideas thereby making the meeting rather informal at many times. In the words of Baird and Hagglund, â€Å"The over-riding outcome of PEEL was that every one learned (1994).† Concerning the teachers, the Baird and Hagglund gave the following pictorial model to show a step-by-step approach of reforming education by the role of teachers in a collegial environment (1994). POOR LEARNING TENDENCIES Replace with GOOD LEARNING TENDENCIES Foster by practicing GOOD LEARNING BEHAVIOURS Stimulate such behaviours by applying GOOD TEACHING PROCEDURES (That should be associated with GOOD CURRICULUM DECISIONS and GOOD ASSESSMENT PRACTICES) The above mentioned Peel Pathway of Improving Learning stresses the coalition of learning in a collaborative situation. Since its inception, PEEL has not only become a popular education reform model for Australian institutes but also for the institutes in other countries like Canada. PLAN- Project: PLAN in Swedish means ‘Project for Independent Learning’. Originally based on the methodology of PEEL, the PLAN Project of Sweden was started being framed in 1992 in order to bring a positive change in Gà ¶kstensskolan Institute of Sweden. The project was considerably based on a model that favored collaboration among teachers. One of the terms of agreement for joining PLAN was that the teachers should devote an hour for collegial interactions practiced in the form of groups having 12 members each. The group leaders of different groups were also required to collegiate with each other frequently with a sole purpose of training the teachers for rising students’ performance. Impacts of Professional Development: As a consequence of aggrandizing emphasis on professional development of teachers, the education system has witnessed a considerable phase of amelioration. According to the studies of Wisconsin Department of Public Instruction, as a result of professional development, the teachers do not confine their lessons to the conventional facts but keep updating their knowledge with latest developments in their fields. Similarly, the teachers do not expect normative feedback but appreciate multiple perspectives from their students. They also design the curriculum in such a way that the knowledge inculcated to the students becomes more thought provoking. In order to elucidate various concepts, they try to extract examples from the real life situations instead to sticking to the text book instances. Through the practice of collegiality, teachers are now able to work in groups in order to share different teaching strategies about which they had learnt either in workshops or through community interaction and also share materials they that had retrieved from various sources which are helpful in honing the teachers’ performance. As a result of frequent interactions, all the teachers of the institute simultaneously hone their abilities thereby rising the over all quality of the institute’s education. In a special case when a large number of teachers leave the institute, teacher collegiality helps in training the novices who enter the faculty. In this way the weaknesses of a few teachers are accommodates by the strengths of the others (Inger: 1993). Conclusion: The area of teacher development pertaining to the educational reforms is challenged by a number of impediments. Among these hindrances, a few pointed out by Lieberman involve the lack of knowledge about how teachers learn, little space for invention and the building of craft knowledge and the view of teachers in practices which is not considered as an acceptable moiety of teachers’ learning (Lieberman: 2002). Even with such obstacles, the significance and positive implications of Teacher Development Programs cannot be denied. In the light of case studies of various teacher development programs, it is clear that the place of teachers as learners in a collegial environment is as necessity for the development of education systems as the teachers’ place in the form of educational leaders is made possible only by the collegiality practiced among them at different levels. References Baird, J.R. Hagglund S. (1994). Teacher collaborative Action Research: A Swedish adaptation of an Australian Project.   Retrieved March 14, 2008, from Education Resources Information Center: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/13/5d/31.pdf Brumfield, R. (2006). Teacher development key to tech success. Retrieved March 14, 2008, from E-School News: http://www.eschoolnews.com/news/top-news/index.cfm?i=37127CFID=686760CFTOKEN=98871010 Critical Issue: Terms of Engagement—Rethinking Teachers Independent Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Traits (2003). Retrieved March 14, 2008, from North Central regional Educational Laboratory: http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd400.htm Collaboration, Teamwork, and Mentoring. Retrieved March 14, 2008, from North Central regional Educational Laboratory: http://www.ncrel.org/sdrs/areas/issues/envrnmnt/stw/sw5ment.htm Inger, M. (1993). Teacher Collaboration in Secondary Schools. Retrieved March 14, 2008, from National Center for Research in Vocational Education: http://vocserve.berkeley.edu/CenterFocus/CF2.html Kee, T.E. Luan, T.S. (1996). Collegiality and Teacher Development. Retrieved   Ã‚   March 14, 2008, from The Australian Association for Research in Education:http://www.aare.edu.au/96pap/teoek96556.txt Leonard, L. Leonard, P. (2003). The continuing trouble with collaboration: Teachers talk. Current Issues in Education [On-line], 6(15). Retrieved March 14, 2008, from http://cie.ed.asu.edu/volume6/number15/ Lieberman, A. (2002). Practices That Support Teacher Development. Phi Delta Kappan, 76 (8). Marsh, J.A. , Pane, J. F. Hamilton, L.S. (2006). Making Sense of Data Driven Decision Making in Education.   Retrieved March 14, 2008, from The Rand Corporation: http://www.rand.org/pubs/occasional_papers/2006/RAND_OP170.pdf Professional learning guide (2006). Retrieved March 14, 2008, from Learning, Teaching and Assessment Guide: http://www.ltag.education.tas.gov.au/Proflearn/designpl/proflearnguide.htm Schwarz, G. (1998). Teacher Lore and Professional Development for School Reform.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Westport, CT: Bergin Garvey. Usdan,M., McCloud, B. Podmostko, M. (2001). Leadership for Student Learning: Redefining the Teacher as Leader. Retrieved March 14, 2008, from Institute of Educational Leadership: http://www.iel.org/programs/21st/reports/teachlearn.pdf Wisconsin Standards for Teacher Development and Licensure. Retrieved March 14, 2008, from Wisconsin Department of Public Instruction: http://dpi.wi.gov/tepdl/pdf/10kdp.pdf

The Effects Of Social Media Exploitation Media Essay

The Effects Of Social Media Exploitation Media Essay On Jan 25th, 2011, the world for the first time witnessed a revolution that brilliantly leveraged the power of social networking tools to overthrow a corrupt regime. Facebook, twitter and blogs were all used to mobilize people across the State of Egypt and the 30-year dictatorship regime of Mubarak was overthrown in 18 days of peaceful demonstrations. On Feb 11th, 2011, US president Barak Obama said: There are very few moments in our lives where we have the privilege to witness history taking place. This is one of those moments. This is one of those times. The people of Egypt have spoken, their voices have been heard, and Egypt will never be the same. The eRevolution was sparked by a group of young activists on Facebook calling for nationwide demonstrations to restore peoples dignity and demand reform, freedom and social justice. Through the initiation of different Facebook groups, citizens  coordinated their ideas and demonstration logistics via group posts, and comments, while communicating heavily on twitter and sometimes cell phone SMS services. The government blocked twitter, SMS, and Facebook access in the hope of cutting communication lines between protestors and movement organisers. These Egyptian internet filters were easily bypassed by third-party proxies however, and on Jan 28th all internet access across Egypt was shutdown; the first online blackout of such magnitude in history. The move failed to slow the momentum of the revolution as people were already aware of where to go and how. Egyptians still managed to access the internet over land-line dial-up and fax services, transmitting information and updates to sources outside of the country. Google also launched speak2tweet which allowed Egyptians to call a regular landline number in Cairo which used voice recognition software to convert their speech to text. As the regime cracked, a vice president was appointed and a new government took over, with internet access and mobile phone communication restored in a gesture of goodwill to the Egyptian people. This tactic backfired horrendously on Mubarak, with Egyptians now able to upload videos of the violence the police force and thugs had inflicted on protestors. These videos can be sourced on YouTube right now people being run over by cars, shot, snipered, and beaten to death by Molotov cocktail, machete-wielding thugs. First they ignore you, then they laugh at you, then they fight you, then you win Gandhi FACT: 5 million out of 17 million Egyptians use Facebook. Alchemy-a mix of new media, Arab satellite channels and traditional media that informed and helped mobilise protests. In my opinion, if new media were able to foster this revolution, I think it would have happened long before. Much of the content from the revolution that appeared in traditional media originated on Facebook. How much more powerful has the younger demographic been in the uprisings as a result of social media? Source Info More than 50% of the populations of Yemen, Oman, Saudi Arabia, Jordan, Morocco, and Egypt are currently estimated to be under 25 years of age. A Tunisian youth setting himself on fire initiated the revolution of his nation, Egypt and political rioting all over North Africa and the Middle East. How have governments succeeded and failed in attempting to exert their authority over their nations virtual world? Source Info Jordanian ministers have been engaging with their people in ways that would suggest greater citizen-government interaction in the future and a civic life built around clear rights and duties of free expression for citizens and authorities. Social media has been used to champion the rights of Internet users, journalists, citizens, and bloggers who have been arrested, imprisoned or prevented from reporting, during the Egyptian parliamentary elections in late 2010. Bahraini authorities arrested an estimated 250 Shiite men who had allegedly been planning to carry out acts of terrorism. Human rights groups labelled it as a crackdown aimed at cementing control before October parliamentary elections. Social media campaigns expressing outrage at the extent to which governments tried to exert control over the digital space, appear to have influenced government decisions to scale back proposed laws and regulations. After a draft law by the Jordanian government was widely criticised by news websites and activists claiming it would restrict media freedoms, it was amended. A similar situation occurred in Lebanon. Arab government are investing in censorship technologies supplied by American firms. In what ways has social media influenced the uprisings? Source Info Development of new political and civil society engagement Changed individual and collective capacities to communicate, mobilise, and gain technical knowledge; leading to greater voice, political influence and participation. Arab world has experienced an awakening of free expression that has now entered the politics of Tunisia and Egypt, breaking down the stranglehold of state-sponsored media and information monopolies. Even a channel like al-Jazeera, where people have so much hope invested in, is not as open to all those views that social media has raised such as issues of sexuality, gender, and minority rights. Social media has enabled the masses to establish their own agendas. Social networking services have expanded the tools available to exercise individual freedom of expression. The number of Facebook users in the Arab world (17m) has surpassed the copies of newspapers sold (14m) Facebook and other social media platforms are now beginning to define how people discover and share information, shape opinion, and interact. In Jordan, people dont interact, they are in small groups and they dont open up easily Social networking and media platforms are serving as a bridge to build communities in both the virtual and physical worlds. Aggregating, putting the story into context, amplifying and then using Twitter as a main broadcaster, because Twitter is the platform where journalists are following the story. Few can deny that social media has enabled the most significant advance in freedom of expression and association in contemporary Arab history. Social media aggregated, disseminated and accelerated vital news and information. But in the end, Facebook and YouTube are tools and tools alone cannot bring about the changes the world has witnessed in recent weeksà ¢Ã¢â€š ¬Ã‚ ¦Deep-seated social ills repression from the top and political and economic frustrations from below are at the core of protests sweeping the Arab world, much as they have been in revolutions throughout history. Key question: How powerful has online social networking been in the Arab uprisings of 2011? Sub-questions: How much more powerful has the younger demographic been in the uprisings as a result of social networking services? How have governments succeeded and failed in attempting to exert their authority over their nations virtual world? In what ways has social networking influenced the uprisings? How did the exploitation of social networking services affect the course of the Egyptian Revolution? My name is freedom. Born in Tunisia, raised in Egypt, studied in Yemen, fought in Libya and Ill grow up in the Arab world. Information is power, but 21st century technology has unleashed an information revolution, and now the genie is out of the bottle. Youtube, Facebook and Twitter have become the new weapons of mass mobilisation; geeks have taken on dictators; bloggers  are dissidents; and social networks have become rallying forces for social justice. As people around the world challenge authorities, from Iran to Tunisia,  Egypt to Yemen, entire societies are being transformed as ordinary citizens see the difference, imagine the alternative, and come together to organise for a better future. So, are social networks triggering social revolution?  And where will the next domino fall? http://english.aljazeera.net/programmes/empire/2011/02/201121614532116986.html# Social media is chronicling and amplifying the revolution that is happening on the streets. http://www.smh.com.au/opinion/politics/these-are-not-just-facebook-revolutions-20110222-1b41x.html http://www.humansecuritygateway.com/documents/CIMA_SocialMediaintheArabWorld_LeadinguptotheUprisingsof2011.pdf http://www.channel4.com/news/arab-revolt-social-media-and-the-peoples-revolution details about what the fb pages said for all the different countries protests.

Echo Personality Disorder :: essays research papers

Echo Personality Disorder is a specific and highly differentiated form of dependency, marked by behaviours of compliance and a need to 'mirror' significant others -parents, spouse, friends, employer. It has been found that those with EPD are highly attracted to relationships with individuals who show marked narcissistic tendencies. This mirroring behaviour was the reason for choosing the name Echo personality disorder, which is based on the Greek myth of Narcissus and Echo. In this story Echo, a forest nymph, falls completely in love with the egocentric youth Narcissus, and when he shows clear signs of rejecting her, she persists in her attatchement to him and will not be moved from her aim. She finally satisfies him with the masochistic task of echoing back to him all that he says. This too is the central feature of EPD behaviour in relationships, where the individual will mirror, echo, and compliment another at the expense of their own self-worth and dignity. Self descriptions by EPD sufferers focus strongly on percieved fears of abandonment, rejection, and loss, and these agonizing feelings are the driving force behind the above-mentioned interpersonal coping style (mirroring others). These individuals protect themselves from abandonment/rejection by being so agreeable to others, via their mirroring capacity, that chances of re-experiencing abandonment agony is brought to a low minimum. Unfortunately this approach amounts to a false existence with little or no true self expression, and eventually leads to poor psychological health. Characteristic experiential history for EPD often involves individuals being parented by caretakers who are themselves self-absorbed or narcissistic. In this environment the child learns that asserting ones true self will be met with a form of (often serial) rejection, to which they respond by substituting compliant behaviour in place of true selfhood. This 'compliant' behaviour can then be witnessed as a stable feature throughout the childs growing-up years, with other school children, and within the family. Depression, smoking, alcoholism, addictive behaviour all occur with very high frequency in this disorder. On a positive note, EPD people are excellent contributors to society, and to family, as they are found to be very perceptive of the needs of others.