Media Literacy Requirement Essay - 275 Words

Media Literacy Requirement for National Curriculum (Essay Sample) Content: Media Literacy Requirement for National CurriculumTechnological explosion has invaded the 21st century at an unprecedented scale. Children are getting exposure to media even before attending school. These media forms include television set at home, video, and internet through cell phones and other gadgets. The number of children with access to various media forms has escalated in the last decade (Frechette 2002).The education sector has embraced media literacy with varying levels of success. While some have viewed it as a challenge and distraction from traditional learning, others have embraced it as a way of preparing learners for life outside school. Yet, others have decided to postpone it to tertiary level. Reports indicate that introducing media literacy at primary and secondary level accrues immense benefits for individual learners and society (Leaning 2009). This paper will propose a media literacy requirement for national curriculum.Media Literacy in Perspectiv eMedia literacy is a broad term encompassing the process of helping learners and users develop a better and deeper grasp of the media. Macedo (2007, p. 26) defines it a process towards helping "students develop an informed and critical understanding of the nature of mass media, the techniques used by them, and the impact of these techniques." Essentially, the process aid to interact with media from a point of information. It arises from cognisance of the fact that for media to be helpful, people have to understand it. This understanding will foster an interaction that will make both producers and consumers of media content more competent.Lopez (2008, p. 34) defines media literacy as the "ability to access, interpret, analyze, evaluate, and use all forms of media." This definition encompasses old, new, and emergent media forms. In a world that revolves around media, ranging from newspaper, television, and social media, media illiteracy is very dangerous. The media is awash will all s orts of information, some factual, others lies, dogmas, fallacies, and propaganda. Lack of media literacy leaves consumer at the mercies of information producers. People who lack this literacy are easy to manipulate, misguide, and control (Burn Durran 2007). The literacy is very vital in preservation of civilization, social values, democracy, and governance. Quintessentially, media literacy should not just equip learners to be critical consumers but also competent producers of information. Lopez (2008, p. 36) argues that towards this end, educational system should introduce media literacy as early as the learner begins interacting with various media forms. This will establish a proper foundation upon which to build future lessons on the subject.Given its significance to the society, the question is where, in history, to begin teaching media. Scholars like Martens (2010, P.13) explain that it is important when learners have a historical perspective of the media in order to appreciat e how it has evolved and thus understand it better. To such scholars, a media lesson should start by going back to the beginning, for instance, 15th century for printing machine. This form of mentality lacks appreciation of the workload that schools subject learners nowadays. Additionally, the history of a media does not necessary contribute to learners' understanding of the information it possess (Webber Johnston, 2003). It is therefore needless and time wasting to subject learners to historical lessons on media at the expense of how to analyze and evaluate the content. The best way forward is to gloss through the history and delve deeper into the content.Content-driven Versus Skills-driven CurriculumHaving settled the question of why and when to introduce media literacy, it is important to discuss the how. Educationists have oscillated between selecting content-driven and skills-driven without consensus (Kellner Share 2007). To arrive at the right curriculum, it is important to keep the rationale for media literacy at the heart of the matter. Hart (2008. p.29) summarises its aim as to "promote critical thinking, problem solving, and communication skills." These skills will empower learners to interact with media content more critically and communicate their message in media articulately.The most appropriate curriculum is a blend of the two, in order to produce critical consumers and articulate producers. Content-driven curriculum will equip learners with the right concepts to analyse and evaluate media content. Since the literacy should also make them good producers, a skills-driven curriculum is indispensible. Hobbs (2005, p.650) argues that media literacy is very important to be treated like a rudimental subject. The ubiquitous nature of media forms, the latest being social media, medial literacy should enjoy the same status with mathematics and languages. This justifies the adoption of a combination of the two curriculums.Educational facilities should h ave media literacy as a core non-elective subject. Christ and Potter (1998, p.34) argue that in this lesson, teachers should adopt a highly interactive approach so that learners relate classroom content with the reality outside the school. The lesson should equip learners with operational skills that will help them become competent creators of media content. However, Share (2009, p.47) advocates for "minimised cumulative instructional time spent in operational skills in order to focus on thoughtful and effective academic productions." Essentially, teachers must avoid a teaching approach that deposits information on learners without allowing freethinking.A skills-driven curriculum will allow learners try out and experiment what they learned in core media class. For instance, a teacher can use instructional strategies and content that employ operational skills from media literacy classes. In a speaking and listening English class, the teacher can ask students to listen and report to the class on the same. This will inculcate a wide range of language and media skills. Learners will become good listeners. Similarly, they will learn to respond to media content. If the teacher is effective, students will learn analytical and evaluating skills. For instance, the teacher can ask the students to say whether they agree with the media content and provide reasons. As Mihailidis (2009, p.12) argues, students become more critical and analytical when they begin doubting things at an early age. Content-driven and skills-driven curriculum would therefore be complementary in teaching media literacy.Several values should accompany media literacy. The first one is efficiency. The project should not escalate the cost of education needlessly at a time that many parents face other equally pressing financial priorities. Secondly, it should be convenience for all stakeholders. This entails making sure that rooms are adequate, well lit, spacious, and properly equipped. Additionally, m edia literacy should enhance learners' understanding of issues and contribute to enlightenment. In a world where information trickles fast and vast amounts, learners should have enough enlightenment to make the most out of their lives.Media Literacy: Free Standing versus IntegrationLike any other emerging subject media literacy has split opinions as to whether it should be a free standing subject or teachers can integrate it into other subjects. Among the prominent argument for it to be free standing is that the world is changing to a situation where the media will influence everything (Pinkleton et al 2008). With high levels of media illiteracy, a cabal of unscrupulous can hold people at ransom and destroy civilization. While there is consensus that media literacy is extremely vital, there are those who argue that making it a freestanding subject will overburden students, escalate, cost, permeate rote and inconsequential learning habits and exacerbate the situation rather than solv ing it.Furthermore, opponents of making media literacy a freestanding subject argue that the field is very dynamic and lacking the basic theoretical concepts to warrant consideration as a subject (Frechette 2002). Hobbs (2005, p.869) supports the same type of thinking by arguing that media literacy does not meet the threshold of a rigorous and credible educational system. To their defence too, media is awash with much dirty, amorous, and immoral content and media literacy would inadvertently expose students who may not have had the exposure, ordinarily.As convincing as they may sound, the above oppositions lack full appreciation of the potential of media literacy to transform society radically. Frechette (2002, p.32) reports that by the age of 3-4 years, more than 90% of children in developed nations have had interactions with more than one media form. Further, media's influence has grown tremendously in shaping people's opinion, lifestyle, and beliefs. If students learn media studi es sparingly, as opponents of the subject as free standing are advocating, we will be putting the future generation at the brink of a precipice. As Hobbs (2005, p.870) explains, media's content is too broad to be covered within other subjects. Instead, it is more appropriate and beneficial, if possible, to teach other subjects through media.With explosion of technological devise and ease in their access, students are finding it equally easy to do research. A report by Mills (2010, p.250) shows that many students are copying information from the internet instead of doing thorough and objective studies. This is, largely, because of media illiteracy. If media literacy is a freestanding subject, it would be easy to teach students how to use internet for research in a more comprehensive and helpful manner. Consequently, students will understand, from an early age, how to use various media forms for their benefits rather than harm.The argument tha...

Media s Influence On The Media - 1637 Words

â€Å"A Propaganda Model† is a conceptual framework presented by Noam Chomsky and Edward Herman; they argue that the information displayed in the mass media is conditioned by wealth and power, so as a result of the concentration of power and the official censorship done by the government and corporate sources; the media follows the ideas of the elite. In order to deliver messages that support the elite’s beliefs, the media goes through five different filters that determine the information presented, this are ownership of media, funding, sourcing, flak, and fear. First, when referring to the ownership of media, it is important to acknowledge that a large size of investment is needed in order to own and run a media outlet; therefore, just a few†¦show more content†¦Government and corporate sources have more access to the media because they subsidize the media by making things easy for them, i.e. they give reporters advance copies of the speeches, schedule press conferences at convenient hours, arrange photo opportunities, and by doing this they consolidate their position as sources as well as gaining more control over the media’s agenda and framework. Any form of criticism – by the media or third parties – is less likely to be aired because of the influence these groups have. Finally, the opinion of experts are other way of sourcing the media, these experts can be managed by the government or corporate sources – they pay for they research, hire them as consultants –, by the media – they give more access to publishing/exposure – or they may take the form of â€Å"former radicals that come to â€Å"see the light†Ã¢â‚¬  (Kellner, p. 217). The fourth filter in The Propaganda Model is â€Å"flak†, in the authors’ words, â€Å"flak refers to a negative response to a media statement or program† (Kellner, p. 217), the ability to produce flak is closely related to power and it can be direct or indirect. When the media is not following the economic or political agenda that government, corporate sources or advertisers want, they tend to produce flak. As noted above, media relies on advertising so if there is something that advertisers think is not suitable they have the power remove it from the media. But moreShow MoreRelatedThe Media s Influence On Media Essay1606 Words   |  7 PagesLusby English composition 12/1/2016 The Media s Influence    Can the media really persuade you into thinking a way about a person you have not even meet? The media can make influence you into thinking a certain way about some and also influence a choice that you could have to make about them that could change their life forever. To prove this I have researched into articles that could help me prove that the media can influence these things. First the media in the form of television can give you aRead MoreMedia s Influence On Media2111 Words   |  9 Pagestoday is communicated through media. Media is the most powerful and influential force in the country. The media are powerful agents of socialization and they set the standard that majority follow. The power giving to American media has allowed them to be very effective using propaganda as strategy, the media tend to say they serve to relieve social conflicts into minimum. We clearly see that the media promote social conflicts by separating class. The image that media has created in the mind of massesRead MoreMedia s Influence On The Media892 Words   |  4 Pages In today’s culture, it’s hard not to come across some form of media, whether that is an advertisement on a roadway, a commercial on the television, or even an ad on the portable games you play on your phone. The average 8-18-year-old experiences about 7.5 hours of some form of media a day. [1] Out of the 24 hours in a day over a quarter of it is spent looking at or listening to advertisements for products, the news, video games, television, movies, music, books, and the internet. A common way toRead MoreMedia s Influence On The Media1977 Words   |  8 Pagespushes their political view. 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Online news allows people to keep up with current events and look out for events that may affect the ones they

Leadership Quality of Oedipus and Kreon Essay - 714 Words

The Leadership Qualities of Oedipus and Kreon Having leadership qualities means having charisma, resolves and protecting your citizens from any aspects that can come to harm them. The playwright portrays Oedipus as the King who cares for his people above all else and Kreon as a royalty, who attends only to hedonic lifestyle. In the citizen’s eyes, Oedipus is seen as a good leader. He demonstrates great leadership through several events. When the Oedipus learned of the plague, he â€Å"sent away [his] brother-in-law, son of Menoeceus, Kreon, to Pythian Apollo’s shrine† to hear from Apollo on â€Å"what [he] might do or say to save our city.† He notified the people that he understands their pain and suffering for the â€Å"soul inside [him]†¦show more content†¦Kreon demonstrates that even though he rules as an equal third power of Thebes, he asked Oedipus if â€Å"anyone prefer to rule and have to cope with fear rather than live in peace, ca refree and safe, if his power were the same?† In another sense, Kreon does not want to be a king and be burden with the people’s needs and concerns, since he has no intention to â€Å"[perform] royal acts†. Kreon is the type of person who does things according to his favor where there is a gain for him as he â€Å"not yet so mistaken in [his] mind that [he] want things which bring no benefits†. After all, Kreon tells Oedipus that he is â€Å"[greeted by] all men, and they all welcome me†, and those that wanted something from Oedipus â€Å"now flatter [him], since [he’s] the one who brings success in what they want†. However, Kreon did displays a little bit of leadership qualities during the accusation between him and Oedipus. Kreon tried to tell Oedipus calm down and listen because it is Oedipus’ â€Å"turn now to listen to hear [him] make a suitable response†. This shows that Kreon is a cool-headed person that thinks before he speaks, which is a good leadership quality. Furthermore, Kreon demonstrates his scholars’ intellects by telling Oedipus that â€Å"to throw away a noble friend is like a man who parts with his own life, the thing most dear to him. Give it some time†. In other words, Kreon is trying to tell OedipusShow MoreRelatedIs What Happens to Oedipus Fair? Are We Supposed to Respect Him? Would1625 Words   |  7 Pagestragedy ‘Oedipus Tyrannos. He presents the audience with an intense drama, which addresses the reality and importance of the gods that the Greeks fervently believed in. The play also forces the audience to ask themselves if there is such a concept as fate. From the very beginning of Oedipus, it is made clear that his destiny be one of fate and worse. The irony is that Oedipus unknowingly repeatedly predicts his own fate: It was I who called down these curses on that man. Oedipus has unconsciouslyRead More Oedipus Tyrannos by Sophocles1623 Words   |  7 PagesOedipus Tyrannos by Sophocles Sophocles uses a mixture of both visual and emotional imagery to create the morally questioning, Greek tragedy ‘Oedipus Tyrannos’. He presents the audience with an intense drama, which addresses the reality and importance of the gods that the Greeks fervently believed in. The play also forces the audience to ask themselves if there is such a concept as fate.   Ã‚  Ã‚  Ã‚  Ã‚  From the very beginning of Oedipus, it is made clear â€Å"that his destiny be one of fate and worse†

Vehicle Ownership and Income Growth

Quesion: Discuss about the Vehicle Ownership and Income Growth. Answer: Introduction There is an expansion of car ownership and its use across the globe. There is a continuous growth in the vehicle ownership due to increase in urbanization. The increase in traffic on roads results in the occurrence of global environmental degradation. Besides this increase in the vehicle fleets impose strains on the maintenance facilities of the vehicle. This report emphasizes on the review of the available literature on the topic income threshold before car ownership in developed and developing countries. In order to provide the review of the available literature on the research topic, this report emphasizes on five research questions which are as follows in the form of hypothesis. There is a positive relationship between GDP /capita and car ownership. There are other factors apart from income that also has a effect on car ownership. There is an increased spending of the government on roads and transportation in developing countries. The prices of car is more than the prices of motorbike. There is an increased number of deaths through motorcycles is more than cars. GDP /capita correlation with car ownership In the views of Law, Hamid and Goh (2015), there is a growth in the number of motorcycles in less developed economic countries due to increased urbanization and personal wealth. Besides this, in developed countries, there is an increase in the number of car ownership in developed economies as there is an increase in the income in the country. There is an existence of the inverted U shaped relationship between motorcycle to passenger car (MPC) ownership ratio and per capita GDP. There is an increase in the MPC ownership ratio due to increase in the low level income and it declines at the income at a higher level. In less developed economies such as Malaysia, Cambodia and Vietnam, the major means of transport used by the people is motorcycles (Law, Hamid and Goh, 2015). As per Wu, Zhao and Ou (2014),the main reason behind it is that in less developed economies, there is an existence of low per capita GDP. In such economies, people have a purchasing power to buy motorcycles in place of cars. In advanced economies, there is an increased ownership of cars by the people due to increase in their income which makes it affordable for the people to buy cars in place of motor cycles. Besides this, to access the relationship between the car ownership and per capita GDP, there is a use of linear and logarithmic functions. It is also found out that there is a slow increase in the car ownership at lower levels of income as people cannot afford a car due to low income levels in less developed economies (Wu, Zhao and Ou, 2014) In the views of Dargay, Gately and Sommer (2007), at low income levels, the ownership of the car increases at a slow pace and it increases rapidly and reach to a saturation level. In the high population dense areas there is an increased ownership of motorcycles in comparison to cars. Besides this, increase in the road density results in an increase in the number of car ownership in the area. There is an occurrence of the change in the MPC ownership ratio due to GDP per capita. The main reason behind it is that the per capita GDP helps in the determination of the affordability of the road users in purchasing motor vehicles. Besides this, in the advanced economic countries, the per capita GDP is increased due to which there is a decline in the MPC ratio. In addition to this, in advanced economic countries, there is an existence of high correlation between per capita GDP and car ownership in a country. This is because; people can afford cars easily in the most developed countries as com pared to developing countries (Dargay, Gately and Sommer, 2007). According to Stead and Marshall (2001), income is considered as the major determinant that affects the ownership of cars in developed and developing countries, but there are also other factors that have a significant impact on the ownership of the car by the people of the country. There is an increased ownership of the cars in developed countries due to increased urbanization and personal wealth. Besides this, in less developed countries, there is an increase in the ownership of motorcycles due to presence of increased urbanization and personal wealth. In addition to this, the ownership of the vehicles is also influenced by the socio-economic factors, demographics, geographical characteristics and household (Stead and Marshall, 2001). It is also revealed by Dargay (2007) that there is a presence of lower car ownership in the high urban population density countries due to presence of limited parking space, congested roads, increased cost and presence of efficient public transport. In addition to this, there is an existence of positive relationship between motorcycle ownership and density of population as motorcycles are considered as the cheapest mode of transportation in comparison to cars in highly population dense countries (Dargay, 2007). Besides this, in the views of Eliasson and Mattsson (2006), presence of high motoring cost results in the reduction in car ownership in the country. Along with this, it is also found out that there is a great impact of running cost in comparison to purchase cost on the elasticity of the car ownership in the countries. There is an increase in the motor cycle ownership in a developed country but it fells down once the income level reached the threshold level. In the early stages of economic growth, there is an increased demand of the ownership of motorcycle in comparison to car ownership with the increased demand for means of transport in the countries. In addition to this, people also shifts from motorcycle ownership to car ownership due to existence of several factors such as comfort, prestige, safety and convenience as there is an increase in their income. The other factors that influence the car ownership other than income include road density, urbanization and purchasing power of the people (Eliasson and Mattsson, 2006). In the views of Soltani and Somenahalli (n.d.), it is found out that there is an occurrence of low density in Australia but it has high rate of car ownership. In Australia, there is a high dependency on the cars which has resulted in the increase in the total mobility, associated costs and vehicle traffic. . Besides this, it has resulted in the increasing the importance of automobile travel and reduces the importance of other vehicles. It also results in increasing the problems such as increase in the parking facility costs, traffic congestion and pollution in the country (Soltani and Somenahalli, n.d.). Government spending on roads and transportation As per the Department of Infrastructure and Transport (2011), the Australian government at different levels such as local, territory and state has made an expenditure of $15.8 billion in the year 2008-2009.The funds has been collected in the form of transfers from the private sector. There is an increase in the road related expenditure by 8.57% on an average per year between 2000-2009. Out of total expenditure 81.3 % of the expenditure is done on roads in three largest cities of Australia i.e. 31.9% in NSW, 34.4% in Qld and 15% in Victoria. In addition to this, there is an increase of 2.1% in the road construction and maintenance price index in 2008-2009 in comparison to 2007-2008. There is a decline in the input prices such as diesel and plant hire and depreciation which is counterbalance by the increase in the input costs (Department of Infrastructure and Transport, 2011). As per the Terrill (2016), governments have made heavy expenditure on the transport infrastructure in an inefficient manner. The government has spent money on the infrastructure due to occurrence of some unusual events such as Queensland floods, mining boom and the global financial crisis. Investment made by the government is not made on the basis of cities as cities are considered as the engines or triggering point of the economic growth. Large cities of the country face problems related to congestion, and competition between freight and passengers. The government has spent too much money on highways (Terrill, 2016). As per the report of Congressional Budget Office (2016), the Federal government has spent $46 billion on the highways in the year 2014. Approximately 95% of the funds is spent on the construction, improvement, repairs, operations and management and expansion of the highways (Congressional Budget Office, 2016). Price of car compare to motorbike As per Aspel (2011), there is a difference of approximately 50% between the prices of cars and motor bikes. The cost of moped is half of the price of a car. The price of 125cc motor bike is more than the price of 50cc motor bike. Besides this, the price of motor bikes is less than the price of cars. The price of motor bikes and cars include costs related to insurance, helmet gloves jacket, and license. In case of cars, the price of insurance is three times more than in motor bikes. In addition to this, people have to pay prices to have the knowledge regarding driving a car and there is no need of lessons to be thought in case of motor bikes (Aspel, 2011). According to Best Beginner motorcycles (n.d.), nowadays, there is an increased cost of motor bikes in comparison to the past as new features are introduced in the motor bikes due to presence of intense competition in the market. But the prices of cars is more than the bikes in recent years due to which people in less developed countries prefer bikes over cars as it is cheaper than cars. Besides this, the cost of insurance has also increased in recent past along with the maintenance of the sports bike (Best Beginner Motorcycles, n.d.). In concern for safety purpose death rate in more in motorbike than car As per Carrs (2012), it is found that passengers on motorcycles are prone to more injuries as compared to cars. There is an occurrence of 224 Fatalities on roads from motorcycles. There is a registration of 4.5% of Australian passenger vehicle registrations. There is approximately 155 of road crashes, deaths and serious injuries due to motor bikes. The death of motorcyclist is 30 times the rate of deaths due to cars. Besides this, there is an occurrence of 41 times more serious injuries occurred through motorcycles in comparison to cars. It is also found that approximately 900 motorcyclist were hospitalized in reported road crashes (Carrs, 2012). Besides this, as per the report by Transport Accident Commission (2016), there is an occurrence of less accidents and deaths of older motorcyclist in comparison to younger motorcyclist. Besides this, the reported crashes have doubled from scooters and mopeds in comparison to cars (Transport Accident Commission, 2016). In the views of Peden, et al. (2004), there is an increased number of road crashes through mopeds and scooters when females ride the motor bike or scooter. In addition to this, the occurrence of motor cycle road crashes occurred due to loss of control over the vehicle by the rider. In addition to this, motorcycle crashes occurred near the tourist places at an increased pace as compared to other places due to presence of congestion on roads. There is an increased occurrence of injuries and deaths through road crashes due to several factors such as lack of protection, low visibility, less experience, instability and difficulties related to braking. Besides this, motorbike riders takes risks in the form of recreational riding compared to riding for transport (Peden, et al. 2004). Conclusion It can be concluded that the prices of car is more than the motor bikes due to which people prefer to buy motor bikes in comparison to cars. Besides this, increase in per capita GDP results in increasing the purchasing power of people due to which there is an increased car ownership in comparison to motor bikes in advanced economic countries in comparison to developing countries. There are also factors other than income that has a significant impact on the car ownership such as socioeconomic factors, demographic factors and geographical factors. Besides this, government has also making uinvestments at an increased pace in road infrastructure and transport due to presence of limited parking facilities and space and congestions on roads. In addition to this, the prices of cars is more than motorbikes due to which people prefer to purchase motorbikes in place of cars. References Aspel, D. 2011. Bike vs car: cost comparison. [Online]. Available at: https://www.motorcyclenews.com/news/first-rides-tests/2011/january/jan2711-bike-vs-car-price-comparison/ [Accessed on: 13th January 2017]. Best Beginner Motorcycles. n.d. Are motorcycles cheaper than cars? [Online]. Available at: https://www.bestbeginnermotorcycles.com/are-motorcycles-cheaper-cars [Accessed on: 13th January 2017]. Carrs. 2012. Motorcycle Safety. [Online]. Available at: https://www.carrsq.qut.edu.au/publications/corporate/motorcycle_safety_fs.pdf [Accessed on: 13 January 2017]. Congressional Budget Office. 2016. Approaches to making Federal Highway Spending More Productive. [Online]. Available at: https://www.cbo.gov/publication/50150 [Accessed on: 13 January 2017]. Dargay, J. 2007. The effect of prices and income on car travel in the UK.Transportation Research Part A: Policy and Practice41(10), pp.949-960. Dargay, J., Gately, D. and Sommer, M. 2007. Vehicle ownership and income growth, worldwide: 1960-2030.The Energy Journal, pp.143-170. Department of Infrastructure and Transport. Public road-related expenditure and revenue in Australia. [Online]. Available at: https://bitre.gov.au/publications/2011/files/is_040.pdf [Accessed on: 13 January 2017]. Eliasson, J. and Mattsson, L.G. 2006. Equity effects of congestion pricing: quantitative methodology and a case study for Stockholm.Transportation Research Part A: Policy and Practice 40(7), pp.602-620. Law, T.H., Hamid, H. and Goh, C.N. 2015. The motorcycle to passenger car ownership ratio and economic growth: A cross country analysis. Journal of Transport Geography 46, pp.122-128. Peden, M. et al. 2004. World report on road traffic injury prevention. [Online]. Available at: https://cdrwww.who.int/violence_injury_prevention/publications/road_traffic/world_report/intro.pdf [Accessed on: 13 January 2017]. Soltani, A. and Somenahalli, S. n.d. Household Vehicle Ownership: Does Urban Structure Matter? 28TH Australasian Transport Research Forum, pp.1-11. Stead, D. and Marshall, S. 2001. The relationships between urban form and travel patterns. An international review and evaluation.European Journal of Transport and Infrastructure Research1(2), pp.113-141. Terrill, M. 2016. Roads to riches: better transport investment. [Online]. Available at: https://grattan.edu.au/wp-content/uploads/2016/04/869-Roads-to-Riches.pdf [Accessed on: 13 January 2017]. Transport Accident Commission. 2016. Motorcycle Crash Data. [Online]. Available at: https://www.tac.vic.gov.au/road-safety/statistics/summaries/motorcycle-crash-data [Accessed on: 13 January 2017]. Wu, T., Zhao, H. and Ou, X. 2014. Vehicle Ownership Analysis Based on GDP per Capita in China: 1963-2050. Sustainability 6, pp.4877-4899.

Jungs spiritual realm theories

How people view Jungian spiritual realm theories today Individuals still find Jung’s work on spirituality relevant due to its ability to explain how the human psyche works. Jung acknowledged that it was not enough to focus on one’s ego conscious; knowing the unconscious was crucial to understanding oneself, and spirituality formed an important part of this.Advertising We will write a custom article sample on Jung’s spiritual realm theories specifically for you for only $16.05 $11/page Learn More In modern times, people also think that this scholar’s teachings are relevant because he found a way of relating the level of one’s spirituality with one’s psychological state. Jung asserted that it is possible to get rid of insecurities, anxiety and loss if one had a solid spiritual experience. Finally, many people believe in existentialist thought today. They focus on being present in the moment rather than spiritualizi ng everything. Jung was an existentialist because he believed in focusing fully on the divine rather than worrying about the future. If a person were fully present in the spiritual realm, then one could free oneself from fear and anxiety. Likewise, modern-day existentialists assert that dwelling on one’s spirituality can protect one from the reality of never really knowing about one’s future. Jung’s spiritual realm theories still interest many individuals today since their principles can be applied to daily life. Truths in Anima, Animus, Shadow and Person Jung’s four archetypes are also quite relevant in the field of psychology presently. The scholar explained that human beings have two opposing personifications: the anima and animus. In women, the animus personifies masculine tendencies and is aggressive or hostile. Conversely, the anima personifies feminine tendencies in women. Some truths exist in these archetypes as seen through interactions between m en and women in relationships. Men and women sometimes project their expectations about the opposite gender on their spouses. They distort the image of what their partner truly is with their projection of these expectations. One may compare these projections with the anima and animus. Individuals may become disappointed by their partner when they expect their partner to complete them. These expectations may be likened to unrealized potential in the woman’s anima or the man’s animus (Jacques, 1994).Advertising Looking for article on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Jung explained that the persona is how one presents oneself to the world. Such appearances often differ when an individual confronts different situations. The archetype has some truths because one may be an entertainer at a social gathering, a caring mother at home, and a tough boss in the office. It is the sum of all these personas that make up one’s personality. Jung also explained that people have shadow archetype, which consists of all shortcomings, longings, and repressed ideas. It is true that individuals possess this archetype; a person’s dark side often comes out when they deal with a very stressful situation or are subjected to long periods of deprivation. Jung was right in stating that the shadow represents the unknown; humans contain many unknown character facets, so the theory was insightful. How Jung and Freud’s archetypes relate Jung’s shadow is similar to Freud’s Id. He affirmed that people had basic impulses, which could become chaotic if left uncontrolled. Likewise, Jung believed that human beings had a dark and wild side known as the shadow, and one could never know when that side would come out. One may also understand relationship failures using both Freud and Jung’s teachings. Freud explained that people projected their fears onto others as a way of coping w ith their faults. The Superego usually mediates in situations where the Id is getting out of hand. Likewise, Jung believed that projections of the anima or animus onto others create complications in relations. References Jacques, L. (1994). The four fundamental concepts of psycho-analysis. London: McMillan. This article on Jung’s spiritual realm theories was written and submitted by user Abrielle Anthony to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Wonders of the Invisible World Essays

The Wonders of the Invisible World Essays The Wonders of the Invisible World Essay The Wonders of the Invisible World Essay Essay Topic: Invisible Man Name: Course:Instructor:Date: The Wonders of the Invisible World Mather’s religious and academic aloofness is evident in the excerpt when he describes the first planters as holy and pure people who lived out of their own volition in a desert, rather than live in prosperity with their fellow brethren. Mather’s religiousness is revealed when he affirms that a person came back with the proof that a country existed where people did not commit any sin by swearing, people did not suffer any poverty since no beggars could be found in that land, and people did not partake alcohol. Mather affirms that the young people have strayed from the gospel ways shown to them by their guardians when they go abroad hence the happiness of that place has turned to calamity. He further declares that people owe their dues to God, who when people fall into temptation and ask for forgiveness, offers it. Mather also asserts that the occupation of God’s people in New England, which was the devil’s territory, have caused a lot of disturbance to the devil who is not happy with the occupation. He further asserts that the devil views this as the fulfillment of the promises given to Jesus that he shall posses most of the earth. He says that the devil has employed satanic devices to deal with the people who God has brought to this land. Mather writes that the devil keeps attacking them in many different ways each day and when the people triumph, they will enjoy happy days ahead. He writes on how some Christians from earlier times evidenced the murder of a malefactor accused of witchcraft, who swore that there would be an attack on the land by witchcraft to bring down the church. He states, â€Å"†¦a horrible plot against the country by witchcraf t, and a foundation of witchcraft then laid, which if it were not seasonably discovered would probably blow up and pull down all the churches in the country† (Mather 215). Mather’s academic aloofness is evident in how he describes the trials of Salem, and the evidence put forth in court by the various witnesses called upon to testify. He says that he will no longer hold back the entertainment to his readers of the trials on Salem executions. To Mather, these trials are some amusements of some sort yet it is an individuals’ life at stake. He clarifies that he holds no prejudice against these people yet he is a strong advocate of riding off the community of witchcraft. He states: â€Å"For my own part, I was not Present at any of Them; nor ever Had I any personal prejudice at the persons thus brought upon the Stage; much less at the Surviving Relations of those persons, with and for whom I would be as Hearty a mourner as any man Living in the World: The Lord Comfort them!† (Mather 214). Mather describes the detailed trial of Bridget bishop who was accused of being a witch who bewitched and tormented the people from the neighborhood. His aloofness is seen when he addresses a crowd and says that they should not be deceived by the devil, for he changes tactics and pretends to be the angel of light. As he puts it, â€Å"The Mind of God in these matters, is to be carefully look’d into, with due Circumspection, that Satan deceive us not with his Devices, who transforms himself into an Angel of Light, and may pretend Justice and yet intend Mischief† (Mather 248). This was when one of the people accused of witchcraft declares their innocence and proceeds to say the Lord’s Prayer. He justifies the executions by saying that their death has brought about relief to persons who were bewitched by the victims. He further says that witchcraft is to blame for the suicide attempts that have been occurring in the community due to the spells cast on people by the witches. As he puts it, â€Å"As I am abundantly satisfy’d, That many of the Self-Murders committed here, have been the effects of a Cruel and Bloody Witchcraft, letting fly D?mons upon the miserable Seneca’s† (Mather 249). Therefore, the executions should bring forth happiness to the community because this evil has been rid off from the community. Work Cited Mather, Cotton. The Wonders of the Invisible World: Being an Account of the Trials of Several Witches Lately Executed in New England. London: John Russell Smith, 1862. Print. Bookrags. From the Wonders of the Invisible World (1693) by Cotton Mather. bookrags.com, 1991. web January 26 2012.

Application for a Master in Civil Engineering

My graduate received two internships for two weeks. The first internship took place at the Trident and Hyderabad Trident and hotels at Oberoi, where I worked on the design and implementation of the pile foundation and the pile load test. Therefore, I used the Kentlege method to learn the construction order of the boring position pile and the respective load test. My second internship took place at Indian airport authorities (Puducherry airport), I was actively involved in the partial implementation of the runway at 1,800 meters. My name is Abba Said. I am a civil engineer / project engineer. I learned civil engineering at Bauch State University (BASUG) in Canada. I graduated from grade 3. In 2011, I studied engineering project management for my master's degree at Coventry University. Being a civil engineer is not my first plan. I want to learn computer engineering. So I applied for computer engineering as the first and second choice of Ile-ife of Obaemi Awolowo University (OAU) in Ni geria. However, I did not satisfy their admission requirements, then changed my college to Bao Qi. Unfortunately, I missed Bauchi's ability test. Therefore, I decided to implement a one-year relief course at BASUG. When I officially enrolled in college, I had three choices. So I chose electrical engineering as my first choice, civil engineering as my second choice, civil engineering as my third choice. I am very pleased that I am studying civil engineering now. All civil engineers need to obtain a bachelor's degree in civil engineering (undergraduate degree). However, depending on the position, you may need a master's degree in engineering (master's degree). Civil engineers usually need years of experience to play a specific role in the design of construction projects at offices and on-site. The next step is to find a job of an engineering company that works for experts approved by the National Technical Association. If you like, you can maintain this level through your career. If y ou want a managerial position, you need to pursue more authoritative professional engineer qualifications. The first step is to take the basic engineering tests provided by NSPE. If you pass the exam, you are considered a training engineer.