The Question of the Grotesque in the Film essays

The Question of the Grotesque in the Film essays By definition, the word grotesque refers to those distorted forms that are strange, ugly, bizarre, or fantastic in their appearance (Wikipedia 1). The grotesque also refers to aspects of life that repel, horrify, and cause strong feelings of disgust or repulsion. When watching Volker Schlondrffs film The Tin Drum, the viewer is forced to look at a number of images that can easily be described as grotesque in nature. These images are often linked to sexual and consumptive acts throughout the film, but no image is more grotesque than the fantastical protagonist Oskar Matzerath, the boy who consciously decides at age three to stop growing. As Oskar leads the viewer through his familys history with the backdrop of Germanys own history before, during, and after the Third Reich, he remains a character both sympathetic and repulsive to the audience. Indeed, the film itself estranges the viewer through its grotesqueness, while at the same time containing very basic, human elements in its sto rytelling. This use of the grotesque, specifically the fantastic figure of Oskar, promotes the themes of ambiguity and estrangement throughout the film. It also raises questions about the reality of those who lived under, and in the shadows of, the Third Reich. The film begins with a shot of a woman, Oskars grandmother, in a potato field, about to hide Oskars future grandfather under her skirts in order to prevent his imminent police capture. The protagonist Oskar, who also narrates, tells the viewer, ich beginne [die Geschichte] weit vor mir (Tin Drum). Though narrated by Oskar, the storys beginning comes even before the birth of its protagonist, with the bizarre and rape-like consummation of Oskars mother Agnes. The scene does not succeed in drawing the viewer into the story; rather, it is more effective in startling the viewer and c...

The Expert Guide to the Columbia Supplement

The Expert Guide to the Columbia Supplement SAT / ACT Prep Online Guides and Tips Only 6% of applicants are admitted to Columbia every year. Do you want to be one of them? If so, you’ll need to write amazing Columbia essays as part of your application. In this article, we’ll outline the different types of essays you need to write for your Columbia Supplement and teach you how to write an essay that will help you stand out from the thousands of other applicants. What Does the Columbia Supplement Include? Like many major colleges and universities, Columbia University requires its applicants to submit essays as part of their application for admission. Columbia requires that you write a total of three essays and answer five short answer questions. You’ll need to answer a prompt provided by the Common Application or Coalition Application, depending on which one you use to submit your Columbia application through. You’ll also need to respond to two Columbia-specific short essay questions. The Columbia essay prompts offer you plenty of opportunities to show off your qualifications as an applicant and wow the admissions committee. The first, and longest, essay that you’ll write for Columbia will be based on one of the essay prompts provided by the Common App or the Coalition App, depending on which application you use to apply to Columbia. If you want to learn how to write a great essay for the Common App or Coalition App, check out our dedicated blog posts on each topic. Columbia Essays, Analyzed In this section, we’ll be looking at both of the Columbia supplemental essays in depth. Remember, every applicant must answer both essay prompts, so you don’t get to choose which essay you would like to write. You’ll need to answer each essay prompt strongly if you want to be admitted to Columbia. Let’s take a look at each of the two Columbia supplement questions and see how to write something meaningful for each. Columbia Essay Prompt #1 Please tell us what you value most about Columbia and why. (300 words or fewer) This prompt is deceptively simple. While the question is brief, you should take care to answer it with specific information about Columbia and why it is the best university for you. The admissions committee is interested in learning about your curiosity inside and outside of the classroom, so don’t feel like you have to limit your expressed interest in Columbia to its academic resources. For instance- how are you planning to utilize Columbia’s location? That being said, remember that the most important thing here is to be specific. Although the fact that Columbia is in NYC can certainly be a draw, do not use "city life" as your topic- it’s too broad and will sound insincere. A better answer would be to talk about the partnerships Columbia has with the many companies that are in New York City or to discuss how certain Columbia classes integrate with the world-class museums nearby. The committee is looking for students who will take advantage of all that Columbia has to offer them as an institution- so be honest in your response, and do some research. Instead of simply saying that Columbia has great academics, go into detail about a professor you admire or a class you are excited to take. Maybe there is an internship or specific program that you only have access to through Columbia. Being specific is more powerful than speaking in generalized platitudes. Don’t feel limited to your potential major. You don’t have to write solely about your predicted course of study. In fact, this prompt is an opportunity to diversify your academic portfolio, so to speak, and show the committee that you’re curious and open to new ideas. Columbia Essay Prompt #2 The third essay that you’ll write for Columbia will depend on the college that you’re applying to. Columbia’s application has different prompts for Columbia College and The Fu Foundation School of Engineering And Applied Sciences. While the prompts are basically the same, the strategies will differ a bit based on the school to which you’re applying. Columbia houses different fields of study under each of the colleges. If you’re interested in the Arts, Life Earth Sciences and Humanities, you’ll apply to Columbia College. If you’re interested in Engineering, you’ll apply to the Fu Foundation School of Engineering and Applied Sciences. The colleges are not the same- each reviews its applicants separately and you’ll take different curriculum depending on the school that you’re accepted to. While you can have the freedom to talk about different academic interests in this prompt, you should make sure that you’re talking about experiences that are at related to the school you’re applying to. Don’t wax on about how you want to write like Keats if you’re applying to the engineering school. Columbia College Prompt If you are applying to Columbia College, tell us what from your current and past experiences (either academic or personal) attracts you specifically to the field or fields of study that you noted in the Member Questions section. If you are currently undecided, please write about any field or fields in which you may have an interest at this time. (300 words or fewer) Although this essay gives you a chance show yourself as a well-rounded person who has a variety of different interests and talents, make sure that you are describing a real, true experience from your life that inspired you to pursue your projected major in college. If you have absolutely no clue what you’re going to major in, it’s still crucial to describe an experience that inspired you to care about and study something. It can be simple, but it has to be genuine. Columbia’s committee is more likely to take notice of a real interest in something you actually care about than an exaggerated account of your experience serving soup at a shelter that one time with your school’s National Honors Society chapter. Essays are a great opportunity to present yourself as a well-rounded person. Don’t repeat information that the committee can find elsewhere on your application. Take the time to share fun, personal details about yourself. Be specific- the committee wants to get a real picture of you as a person. Don’t just say that you love to play video games, say exactly which video games you love and why. This essay is also a great time to show off your community- the friends, family, teammates, etc. who make up your current life. Since the prompt asks about personal experiences, you can talk about the deep bonds you have and how they have affected you. What the admissions committee mainly wants to see is that you’re an intellectually curious student. Whatever your passion is, elaborate on how it has become an intellectual pursuit. For instance, if you’re interested in studying Classics, you can talk about how you’ve researched the origins of different myths. If you care about studying journalism, talk about why you’re so passionate about an impartial press. Fu Foundation School of Engineering and Applied Science Prompt If you are applying to The Fu Foundation School of Engineering and Applied Science, please tell us what from your current and past experiences (either academic or personal) attracts you specifically to the field or fields of study that you noted in the Member Questions section. (300 words or fewer) This Columbia essay prompt is exactly the same as the prompt for Columbia College, with one big caveat: there’s no room for being undecided here. If you’re applying to The Fu Foundation School of Engineering and Applied Science, you’ll need to select a field or fields of study. Because you’re required to select your potential field of study, your essay needs to be related to that selection. You need to relate your course of study to your personal interests, not what you think the admissions committee wants to hear. Don’t say that you want to engineer an issue the world’s clean drinking water shortage just because you think it sounds good to the people reading your essay. That’s not to say you can’t talk about providing more people clean drinking water- you just have to have a personal connection to issue. Want to get into Columbia or your personal top choice college? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. Learn more about PrepScholar Admissions to maximize your chance of getting in. Columbia Short Answer Questions Analyzed In 150 words or fewer, please list a few words or phrases that describe your ideal college community. This question asks you to describe what you are looking for from your college community. The word "community" is key here- you’re not just talking about academic experience. You should also mention what you want from your peers and out-of-class life, too. The other key to this prompt is brevity- you need to cover a lot of ground in less than 150 words. You don’t want to waste words here. You’ll need to get your point across quickly and clearly. You should describe a community that reflects Columbia’s values: a place where academic curiosity and rigor are prioritized. That being said, you don’t want to sound trite or like you’re over exaggerating. Don’t say that you want to participate in endless literary salons just to sound smart. Instead, say things that actually ring true: e.g., you want a community where people are excited to create art or talk about what they’re learning in class. Don’t try to cover your entire college experience in less than 150 words. It’s better to paint a vivid picture of a small portion of your ideal college life than a blurry one of your entire experience. For the four list questions that follow, we ask that you list each individual response using commas or semicolons; the items do not have to be numbered or in any specific order. No narrative or explanatory text is needed. It is not necessary to italicize or underline titles of books or other publications. Author names may be included, but are not required. You do not need to fill the entire space or use the maximum number of words; there is no minimum word count in this section, so please respond to the extent that you feel is appropriate. Please list the following (150 words or fewer for each question): the titles of the required readings from courses during the school year or summer that you enjoyed most in the past year; the titles of books read for pleasure that you enjoyed most in the past year; the titles of print or electronic publications you read regularly; and the titles of the films, concerts, shows, exhibits, lectures and other entertainments you enjoyed most in the past year. This question can be intimidating! It’s normal to be nervous to share what you’re reading or enjoying outside of class. That being said, you should opt for honesty here, rather than impressiveness. Don’t feel like you need to say that enjoyed reading Hind Swaraj if you actually vastly preferred your English class’ foray into Tolkien. Be truthful and real. This question is also a great opportunity to share different interests that you have. If you love Miyazaki films, but also love documentaries about climate change, feel free to share! The more information you give, the more fleshed out you’ll be as a person. It’s important to note the directions here: don’t justify your responses or give any commentary. Simply list the works you’ve enjoyed and leave it at that. You can choose to list the works in a number of ways: alphabetically, chronologically, or in order of interest. I’d suggest going chronologically or in order of interest, but there’s not a right or wrong way to go here. How to Write a Great Columbia Essay: 3 Key Tips Regardless of which Columbia essay prompt you’re responding to, you should keep in mind the following tips for how to write a great Columbia essay. #1: Use Your Own Voice The point of a college essay is for the admissions committee to have the chance to get to know you beyond your test scores, grades, and honors. Your admissions essays are your opportunity to make yourself come alive for the essay readers and to present yourself as a fully fleshed out person. You should, then, make sure that the person you’re presenting in your college essays is yourself. Don’t try to emulate what you think the committee wants to hear or try to act like someone you’re not. If you lie or exaggerate, your essay will come across as insincere, which will diminish its effectiveness. Stick to telling real stories about the person you really are, not who you think Columbia wants you to be. #2: Avoid Cliches and Overused Phrases When writing your Columbia essays, try to avoid using cliches or overused quotes or phrases. These include quotations that have been quoted to death and phrases or idioms that are overused in daily life. The college admissions committee has probably seen numerous essays that state, â€Å"Be the change you want to see in the world.† Strive for originality. Similarly, avoid using cliches, which take away from the strength and sincerity of your work. Columbia’s admissions committee will see hundreds, if not thousands, of essays that talk about how much the applicant loves New York City. Saying that you want to study amongst the bright lights of the Big Apple is trite and overdone. If you are excited about going to school in New York City, make sure that you have a really specific reason that also ties to Columbia’s opportunities. #3: Check Your Work It should almost go without saying, but you want to make sure your Columbia essays are the strongest example of your work possible. Before you turn in your Columbia application, make sure to edit and proofread your essays. Your work should be free of spelling and grammar errors. Make sure to run your essays through a spelling and grammar check before you submit. It’s a good idea to have someone else read your Columbia essays, too. You can seek a second opinion on your work from a parent, teacher, or friend. Ask them whether your work represents you as a student and person. Have them check and make sure you haven’t missed any small writing errors. Having a second opinion will help your work be the best it possibly can be. Recap: Writing the Columbia Supplemental Essays Your Columbia essays cover a lot of ground! You'll have the opportunity to share why you want to attend Columbia, as well as about your academic interests and potential pursuits. You'll also get to talk about Columbia's community and the art and literature that interests you. Be honest and sincere in your Columbia essays. Make sure your essays are a great representation of who you are as a person, not just a What’s Next? Wondering how to excel on the "Why Columbia" essay?We break down this essay prompt and specific examples on our blog. You might be wondering what kind of test scores you need to get into Columbia and other similar schools. We tell you what good scores are for Ivy League schools plus MIT, Stanford, and UChicago here. Looking for a detailed guide on how to be one of the few students accepted to Ivy League level schools? Read PrepScholar co-founder Allen Cheng's reflections on his college application and tips for how you can get into Harvard and other Ivy League-level schools. Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

Leading change in Haworth Asia Pacific case study Assignment

Leading change in Haworth Asia Pacific case study - Assignment Example Finally the paper presents a guideline for Haworth Asia to manage the change journey in the near future. The guidelines present some standard tools and checklists that may help Frank Rexach in mapping an action plan for the future. 2. Case Summary and Key Issues 2.1 Introduction Haworth Asia is the second largest designer and manufacturer for contract office furniture and has recently started its second round of global expansion. The company wants to move towards a business model which works in a more integrative way. This will be a change from their present model in which sourcing and product development happens largely in isolation in different parts of the world. Thus the case was about a company which was a global organization and has to manage issues that are relevant to international marketing or international finance. The company also has to manage cross cultural management. 2.2 Office Furniture Industry Haworth is one of the four global leaders in the contract office furnitur e industry along with Steelcase, Herman Miller and Teknion. Haworth has been the most aggressive when it comes to global expansion, with presence in Europe, Australia and China. There are different strategies for global expansion and Haworth has been inclined towards acquisitions and others have been more inclined towards joint ventures. In joint ventures or agency relationships, these companies have to bear with agents or partners who try to push their own cheaper products to customers. Any corporation can adopt different methods to expand internationally. As was mentioned in the case Haworth has been able to choose its preferred mode expansion, partly because it was a private corporation. Normally a company starts with joint ventures or agency relations as it expands internationally. The tactics of Haworth, to expand with direct acquisitions, will be considered aggressive by most standards.   2.3  Ã‚   Haworth Asia Pacific Haworth is a private company which has worked to their advantage when it comes to global expansion. Their large competitors have to meet the near term expectations of financial markets, which can be a disadvantage during times of financial crisis (even though the crisis may be due to factors completely external to the furniture business, as in this case it was the dot com bubble burst). Haworth is a global organization since the product design and development takes place largely in USA and Europe, while the sourcing happens largely in Asia, and most of the clients are large multinationals. Haworth Asia pacific differs from Haworth operations in the USA, since Haworth Asia manages both manufacturing and client interaction. In USA, dealers manage the client interface. Haworth Asia was also considering targeting medium-priced segments since they have access to cheap labour and raw material. So when Haworth Asia Pacific decides to shift its head office from Hong Kong to Shanghai, they will be confronted with a unique challenge. For the fir st time in the history and culture of Haworth, the functions of manufacturing and marketing will be reporting to the same leaders. The conflicts and frictions that are usually between manufacturing and marketing in most industry can occur in Haworth Asia Pacific as well. They merit thorough consideration and analysis. 2.4  Ã‚   Market Analysis Haworth Asia was number two or three in all the markets, but in all the markets there

Sustainable Management Futures. Free Markets and Governments Essay

Sustainable Management Futures. Free Markets and Governments - Essay Example Some scholars go to the extent that the government shouldn’t even engage in public spending on health, education and other necessities. ( Reisman, J., 1998) With such a non-egalitarian orientation, the government’s role in a free market system is confined to the role of a spectator while the market ensures that the efficient businessmen are rewarded with profits. -THE SOCIAL COSTS OF THE INVISIBLE HAND Classical economists such as Adam Smith claim that a free market is bound to create growth, that the invisible hand in an unregulated market fosters growth of efficient market mechanisms. Even after almost three centuries having passed by after the evolution of this notion, the free market is still deemed as an ideal model, but its promised benefits to society are now being viewed as rather utopian in nature. The dynamics of an unregulated free market are seen as quite reminiscent of Social Darwinism. The market favors the efficient few who own the means of production. ( Stiglitz, J., 2011) The free market functions in such a way that formation of separate classes is inevitable. Much attention has been paid to the rise of the industrial bourgeoisie and the proletariat. The former owning the means of production and making profits, while the former providing labor and earning wages. While the free market is said to have provided opportunities for both, the sheer magnitude of the unequal share of rewards has raised skepticism to the social benefits of a free market. -FREE MARKETS IN THE CONTEMPORARY WORLD The recent global economic crisis is said to have been the result of unregulated free markets. The role of governments is now being brought into perspective again, as the government is the very entity that is assisting in stabilizing the markets with massive bailout packages. The enormous growth rates exhibited during the pre-recession period were phenomenal, but a retrospective analysis suggests that they were unsustainable. The major fuel for recent economic growth has been the availability of capital. Lenient credit policies have paved way for expanding markets but not much attention has been paid to the costs of such confidence based growth. The common man, encouraged by growth-driven corporations has increased consumption, with the assumption that incomes will rise simultaneously. This spiral might exist for a limited time, but when it stops, the market eventually collapses. Unregulated economic growth has led to the resurfacing of a plethora of subprime lending and major Ponzi schemes. (Stiglitz, J.,2011 ) Economic growth does in fact lead to improving social indicators. Ever since capitalism has become the popular form of economic governance around the world, per capita inflation-adjusted income has risen from $5,400 in 1980 to $8,500 in 2005. (Shleifer, A., 2009) While educational and health figures have improved, the north-south orientation of this growth has been noticed as well. While social indicators have improved i n some areas and strata of the population, other portions remain unaffected. For instance, the top 1% of the income earners in United States have 24% share in the overall incomes generated. (Timothy, N. 2010) -THE NEED OF A MEDIATOR- THE GOVERNMENT: The concept of a welfare state arises from the notion that the

The Internet Essay -- Technology Computers Essays

The Internet The Internet and World Wide Web are commonly used words among people today. As a college student especially, the Web and Internet play a huge part of life. What is sometimes tough to realize though is the newness of the Internet and the Web. Because the two have become such a huge part of life, it is shocking to consider that the Internet itself has only been in existence for the past thirty years or so. It is important to understand the history of the Internet and the creation of the Web to better prepare for the future of the two and to ensure that the use of the resources is maximized, focused, and beneficial to all mankind. The History The roots of the internet can be traced to the year 1957. 1957 was a year dedicated to atmospheric research and was the year in which the USSR launched a small orbiting satellite into the Earth’s atmosphere. Shortly after the satellite was launched, the United States created the Advanced Research Projects Agency (ARPA) within the Ministry of Defense. This agency was created to number one, protect the U.S. against the threat of technological advances made by other countries and number two, to ensure the United States was keeping on top of state-of-the-art technology. Initially the focus of ARPA was on space, missiles, and nuclear tests. Several scientists worked within the agency along with several sub-contractors to create the latest technology. Even though computing was not the main priority of the agency, directors of the agency had a vision to create a direct link between the computers of the ARPA headquarters and all of its subcontractors. In 1962, John Licklider, an MIT scientist, was appointed by ARPA to lead a computer research development program.... ...22 October 2004. . Internet2. 22 October 2004. . Kristula, Dave. â€Å"The History of the Internet.† March 1997. 21 October 2004. . Leiner, Barry M. and Vinton G. Cerf. â€Å"A Brief History of the Internet.† Internet Society (ISOC). 22 October 2004. . â€Å"Next generation research networks†. Library and Archives Canada. 3 March 2004. 22 October 2004. < http://www.collectionscanada.ca/pubs/netnotes/notes42.htm>. â€Å"Usage and Population Statistics.† Internet World Stats. 22 October 2004. . Webopedia. 23 October 2004. . World Wide Web Consortium. 22 October 2004. .

Facebook, Hypermediacy, Performance and Interaction Essay

While always being a concept extremely difficult to coherently and comprehensively define or describe, identity becomes increasingly elusive in our postmodern era, especially since the advent of the Internet and the wide range of possibilities created by this vast informational network. In our â€Å"global village†, a new form of identity must be added to the previous taxonomies (Giddens Anthony). One in which relativity and fluidity have become significantly more essential, in order to understand and describe it then was the case with its predecessors. This is what is usually called online or digital identity. This concept is strongly connected with that of online or virtual communities, â€Å"spaces† of social interaction in which the concept of â€Å"mediation† plays a central role. Even though, as Giddens states, â€Å"Virtually all human experience is mediated – through socialization and in particular the acquisition of language† not until the advent of the informational era did mediation play such an important role in human communication (Giddens, 23). As McLuhan clearly states: â€Å"The medium is the message†, one of the essential features in understanding the concept of online identity (McLuhan Marshall, 7). Various forms such an identity takes in the context of a specific online community, a social network called Facebook, are analyzed in this essay. Though there are detectable negative sociological implications to Facebook concerning privacy and online identity, (DON’T ANNOUNCE LIKE THIS. STATE YOUR THESIS, NOT THAT YOU WILL IDENTIFY SOMETHING BUT EXACTLY WHAT YOU WANT TO PROVE the research here will identify ) the online network isIS largely sociologically beneficial by providing a positive forum for social planning, community organization and general communication. OTHERWISE, THE THESIS LOO9KS GOOD, JUST STICK TO THE PLAN IN IT Facebook’s initial model revolved primarily around the â€Å"courtship† of those directly affiliated with universities. Facebook was launched on â€Å"February 4, 2004 and until September 11, 2006,† it was comprised entirely of individuals with active university email addresses, with high schools and corporations soon being added to the mix (Wikipedia). Today, Facebook is a network accessible to anybody with a valid email address. However, Facebook’s operational premise requires people to display certain details regarding themselves that will allow them to be located by friends. Certainly, an increasingly valid use of Facebook has been its role in reconnecting lapsed friendships or acquaintances. Therefore, DON’T USE ‘WE’ UNLESS YOU ARE A TEAM OF SCIENTISTS. a s our discussion turns into AND YOU ARE ANNOUNCING AGAIN ) IN THE recognition of the identity management issues related to this legal and valid self-presentation will related directly to , user preferences will be a relevant factorpreferences. Therefore, much of the theoretical conceptualization here will revolve on this understanding that in spite of opportunities for elastic identity management, this network remains, at least for the time being, a â€Å"space† in which online and legal identities are connected (Giddens). This feature will bring about very interesting issues concerning the form and nature of the online identity exhibited on Facebook. Particular issues are those concerning the choices which individuals are able to make in the Facebook context which help to formulate identity in ways which may differ in the purpose and functionality from identity strategies in traditional social spheres. This points to some of the main differences between traditional and online identity, with the latter creating certain freedoms from physicality. One can choose or bypass certain visual images, can report or leave out certain biographical facts and can generally craft an identity which is less dependent on day to day interactions. VAGUE. WHAT ARE THESE ISSUES? , AND WHAT EXACTLY IS THE FORM AND NATURE OF THE ONLINE IDENTIY? STATE IT HERE. Another factor of determinant importance in understanding the sociological impact of Facebook is its representation of McLuhan’sS EXPLAIN WHO HE WAS â€Å"global village. † Marshall McLuhan is one of the preeminent theorists in communication and media studies, and through the 1950s and 1960s, would command a great deal of foresight in identifying the behaviors of future media systems. In his global village theory, McLuhan envisioned, a space in which the magnitude of globalization and especially its protean forms of cultural exchange couldan be experienced on a personalized level. Since Facebook has been traditionally grounded within university-based networks, many of these already possessing defined international profiles, one can now begin to experience on a virtual level the powerful dynamics of globalization as they have been implicated by technological transition. Individuals create personal networks of contacts which reflect and, sometimes, even expand the international environment in which they pursued their studies. (Ellison, 1143)SOURCE? Before going further in the analysis of the concept of identity on Facebook, one should analyze the notion of profile, YOUR OUTLINE REFERS TO ‘OBJECTS’. CLARIFY THAT THERE IS A CONNECTION BETWEEN PROFILE AND OBJECT – OR AM I WRONG IN ASSUMING THERE IS ONE the online representation of the individual. Firstly, one should take into account the distinction within Facebook’s grammar lingo, which provides a distinction DO YOU MEAN ‘LEXIS’? between â€Å"objects and actions†(Giddens, 47). WHO IS THIS? Social theoriest Anthony Giddens here provides the concept which is fully executed by Facebook, in which the identity which one formulates produces a virtual object through which various interactive actions may be executed. The basic object is the profile itself, from which a tree-like structure of other objects, ranging from the â€Å"wall† to pictures, videos, the so-called applications, or plain text, emerges. Therefore, Facebook can be seen as a container of various media, organized within a profile which represents the individual, the â€Å"real† person â€Å"hidden† behind the screen. The profile can be considered a â€Å"virtual body representation of the individual† SOURCE? a representation connected with other profiles, images of other individuals, joined together in various associative networks. (Giddens, 48) The focus is mainly on the tree-like organized strata of media which separates individuals connected on Facebook because it is essential to stress on both the distance and closure between individuals which is created in such instances of communication, the much-discussed (within the context of globalization) â€Å"new spatial logic [†¦ ] the spontaneous dispersion and concentration via information technologies. †(Castells Manuel, 419). In other words, at first one has to notice the separation of the concepts of â€Å"space† and â€Å"place. † in (our CUT THIS) contemporary understanding of THE social landscape. People from various locations can interact on Facebook almost simultaneously. This might be considered as bringing them closer regardless of the physical distance existing between them. Yet, one must always remember to take into consideration also the very â€Å"substance† of the profile: a collage of media, an extension into post-modernity of what Giddens calls one of the â€Å"two basic features of mediated experience in conditions of modernity [†¦ ] the collage effect. † (Giddens 26). In other words, the identity presented by individuals to one another can be considered a highly subjective â€Å"work of art†, creating sometimes large discrepancies between self-identity and the online identity perceived by others. Therefore, in contrast with the disclosure effect WHAT DO YOU MEAN BY ‘CLOSURE EFFECT’? , there is also a distancing effect created by Facebook, an effect which is more elusive mainly because the information is so intensely mediated. The second category ACTUALLY IN YOUR OUTLINE, YOU PUT ACTIONS BEFORE OBJECTS. CHANGE EITHER THE OUTLINE OR THE PARAGRAPH ORDER is that of actions the individual can perform in this virtual environment. First, one â€Å"joins† Facebook, edits his/hers profile, then starts joining various networks or groups, adds friends and so on. An important feature here is closely connected with the object called â€Å"wall† addressed in the previous paragraph and with the action of â€Å"writing† messages on other people’s walls. The distinction between writing on someone’s wall and sending a message is that while the message remains private, visible only to the recipient, the message on the walls is visible to everyone connected to the wall’s â€Å"owner†. It might be considered one of the â€Å"external† features of the exhibited individual. In this way, a metaphorical image of the kind of identity created by Facebook closely resembles the image of the self from Pink Floyd’s conceptual album â€Å"The Wall† – hidden behind a wall. SOURCE? Furthermore, this notion of concealment is transparent also in another action one can perform on Facebook, that of hiding one’s ONE’S very actions, in other words, translating them into the private sphere. In fact, one’s actions are â€Å"published† in a so-called â€Å"News Feed†, a virtual â€Å"newspaper† available to all one’s friends. SOURCE? (Facebook. com, 1) This inclines consideration of the words of the legendary conceptual artist, Andy Warhol. â€Å"’in the future,’ Warhol said, ‘everyone will be world-famous for 15 minutes. ’ (Murphy, 1) Today, Andy Warhol, anthe American artist and a central figure in the movement known as Pop art might say, one can become famous on Facebook for far more then 15 minutes. SOURCE? However, as stated before, one can also hide one’s ONE’S actions and can decide not to allow them to be â€Å"published† in the friends’ News Feed. Another important type of actions one can perform on Facebook are the interactive actions. An almost constant and incessant exchange between individuals exists through their profile environment. People are writing on one another’s walls, sending messages, adding comments, sending gifts, comparing themselves with the others through various applications, playing games, virtually being able to perform any action to one another (with the textual Super-Poke, one can â€Å"order someone to write an essay about Facebook† for instance). GOOD EXAMPLE This aspect will be important later on when the essential role ‘the other’ has in creating someone’s identity on Facebook After these initial considerations about the structure and organization of Facebook, it is important, before pursuing further, to turn again to Giddens’ ideas about the nature of identity in the modern era, ideas which can easily be extended to our post-modern context. Giddens considers the self as â€Å"a reflexive project†, which â€Å"is continuous, as well as all-pervasive. † In other words, self-identity becomes a construct, a personal narrative which tries to bring order and meaning from the multiplicity of individual traits and experiences. As he states: A person’s identity is not to be found in behavior, nor – important though it is – in the reactions of others, but in the capacity to keep a particular narrative going. The individual’s biography, if she is to maintain regular interaction with others in the day-to-day world, cannot be wholly fictive. It must continually integrate events which occur in the external world, and sort them into the on-going ‘story’ about the self. (Giddens, 75) From the previous observations regarding the construction of Facebook, one could easily understand why the â€Å"profile† can be considered a narrative, a â€Å"text† through which the individual reflexively creates an identity-image which he/she exhibits in this network. One could apply here the terminology of Arjun Appadurai, one of the founding editors, along with Carol A. Breckenridge, of the journal Public Culture and also the founding Director of the Chicago Humanities Institute at the University of Chicago, GOOD DETAILS ABOUT THE AUTHOR and call the Facebook profile a â€Å"mediascape†. Appadurai defines mediascapes as â€Å"image-centered, narrative-based accounts of strips of reality†, and further on he states that â€Å"what they offer to those who experience and transform them is a series of elements (such as character, plots, and textual forms) out of which scripts can be formed of imagined lives, their own as well as those of others living in other places. † COMMENT ON THIS QUOTE This points to the distinction between online and traditional identity formulation, with the online variation shown to be more directly susceptible to this careful and intentional scripting. The relationship of Facebook to its origins as university community networking site is apparent in one of the distinct values of its usage. There is an indicationIn its early stages, VAGUE. WHAT KIND OF INDICATION? DO YOU MEAN A SURVEY? OR RESEARH? that there are many students who hadve naturally adopted Facebook as a meeting, socializing or communicating forum which unofficially affiliates with the campus community. Therefore Facebook serves in its individual network contexts to give students the capacity to establish their own networking capabilities simultaneously connected to the physical and cultural community comprised by the campus or school itself and yet fully independent and unofficial from the university’s standpoint. This can serve to be a very constructive way for students to relate and organize to their own benefit and, absent of the university’s concerted involvement, to the benefit of its culture, community and collective identity. As Hewitt and Forte observe, â€Å"when online communities begin to complement existing channels for social interaction, aspects of everyday practices are often cast into sharp relief as community members integrate new channels of communication into their everyday lives† (Hewitt and Forte, 1). Serving to strengthen the internal processes by which members of a university community are able to relate to one another separate from the parameters created by the university the online community can be extraordinarily beneficial in diversifying, liberating and even emotionally accommodating the university experience. Individuals with common social, academic or even romantic interests can use university forums to engage one another within the theoretical confines of the school but outside of its official interactive boundaries. GIVE A REAL-LIFE EXAMPLE For many students, something such as Facebook allows for the tangible and observable presentation of a community, which, especially for incoming or socially remote students, can be an important arrow signdoorway to groups, activities and support structures within the university.. WHAT IS AN ARROW SIGN? A SIGN OF WHAT? Thus, Facebook can really help one to bridge the gap between a selected identity and a group with which to identify. Moreover, this is also true of Facebook’s alteration to the sociological process of recovery of lost, lapsed or unrealized relationships, whether social, romantic, professional or even convenience. Accordingly, â€Å"previous research suggests that Facebook users engage in â€Å"searching† for people with whom they have an offline connection more than they â€Å"browse† for complete strangers to meet. † (Ellison, 1144) Still, Ththe informality of the â€Å"friend† tag in Facebook, allows people to establish online friendship with one who might not qualify as an entry in one’s cell phone or a possible consideration for immediate recreational plans. The fact that such â€Å"friendship† does not actually require either participant to â€Å"do† anything other than to approve this friendship, allows for the establishment in many cases of a personal network far larger than one’s physical social network. This is to say that old acquaintances, such as members of one’s high-school graduating class with whom only limited friendly interest is shared, may serve a strictly connective role in one’s network. Their presence in one’s social network will allow one to be seen by other acquaintances and potential ‘friends. ’ This can serve as a positive opportunity to either regenerate lost friendships or even stimulate a friendship where previously only an acquaintanceship existed. GIVE SOME IDEA OF THE EXTENT OF THIS NETWORK, SOME REAL EXAMPLES OR STATISTICS. ALSO INDICATE WHETHER YOU CONSIDER THIS IS A POSITIVE OR NEGATIVE ASPECT. –YOUR THESIS SUGESTTS THE FORMER, BUT YOU NEED TO SAY SO. Furthermore, SURELY THIS IS A NEGATIVE ASPECT, SO YOU SHOULD USE ‘HOWEVER’, NOT ? ’URTHERMORE’. However, there is a perceived exposure simply in one’s involvement with Facebook that might instead be seen negatively. One of the biggest drawbacks to the fact that Facebook creates this explicit connection between real and web identities is the danger that it represents to the user’s privacy. Even as various parameters—sallowing individuals to set privacy terms hiding or only selectively displaying profile details— are set in place to protect the individual from observation or contact by an individual not within one’s friend network, WHAT ARE THESE PARAMETERS? GIVE EXAMPLES there is evidence of vulnerability within the system. It is not particularly difficult for one so determined to procure personal information regarding other Facebook users without the proper authorization. This is a bug WHY A BUG? that was most recently revealed by a British tech company which was intended to expose the site’s susceptibility to willful penetration, with the programming being infiltrated by professional hackers. Thus, â€Å"in less than three hours computer programmers working for the BBC programme Click, developed an application for Facebook which they used to discover the details of four users and all their friends. † (Cockcroft, 1) Facebook, for its part, has indicated through an anonymous source that any such vulnerability would be counter-intuitive veSTRANGE WORD! to the intent of the company and network, and therefore it would work to resolve this particular issue. SOURCE? WHO SAID THIS AND WHAT WERE THEY GOING TO DO ABOUT IT? (Cockcroft, 1) On the other hand, such vulnerability may be seen as a programming bug and not a conceptual failure, with Facebook’s model being dedicated inherently to the protection of privacy details at the user’s discretion.. SOURCE? DEFINE THE DIFFERENCE Consequently, this is not an issue which draws much in the way of sociological resolution on the subject. Moreover, speaking in a more sociological sense, another issue concerning Facebook is the inappropriateness of varying user intentions. The concept of online identity is refuted by the fact the Facebook is simultaneously connected to the user’s legal identity and bound to the virtual world. The result is that user’s have the opportunity to redefine themselves even in direct connection to details which are inherently bound to the non-virtual world such as relationship status, physical appearance, profession or interests.. SUCH AS? This gives Facebook an obfuscating subject as it related to our ability to comprehend that which is implied by one’s Facebook identity.. EXPLAIN Facebook is inherently subject to many of the same usage issues which have always been associated with internet usage. That is, â€Å"digital identity, like that presented in the Facebook, thrives because it is temporal. You can change your identity at the drop of a hat – you can become a liberal or conservative at the push of a button, change your interests and hobbies on a whim. † (Stutzman, 1). While this is the kind of identity elasticity for which individuals have often placed specific value O onN the opportunities available on the internet, the distinctions (which we have) discussed hered HERE regarding Facebook make this an issue of increasing debate. Particularly, (we are demanded) the question is asked IS ASKED as to whether or not the fact that Facebook’s insistence of seeking to connect online and non-virtual identity in one’s online presentation, can be a negative pattern due to possible obfuscation by deliberate misrepresentation. An example of this might be one’s unauthorized use of another’s account or, far more insidiously, one of the most troubling examples of this might be the infiltration of a school network by a sexual predator. GIVE A CLEAR EXAMPLE While this is an entitlement right reserved to be determined by the individual, it is one that further blurs the lines of the authenticity of digital identity within the specific context of a network designed to attempt the contrary. Therefore, it is conceivable that Facebook is where desired by its user, a forum where individual identity can become quite distorted. Thus, if one has selected Facebook as a means of obtaining information about a particular individual—which is increasingly common in the cases of gathering public information, occupationally-based background checks or journalistic research—the presentation of Facebook as connecting to one’s legal identity allows the provided information to be seen as valid information. Because this assumption is justified by Facebook’s short history —though not necessarily by its users—its service to the strategy of observing identity is somewhat questionable. QUOTE AN EXPERT ON THIS As online media theorists Ellison et al note â€Å"there are clearly some image management problems experienced by students as reported in the press, and the potential does exist for privacy abuses,† (p. 1166) Certainly, the(our) research indicates that there is almost an inherent aspect of Facebook which demands that the user construct himself or herself in such a fashion as to reflect the desired impression received by others. And certainly, this is an activity which we? WHO? social interactants engage in socially on a moment-to-moment basis at school, at work or even at the train station. Impression management is a regular aspect of the way we communicate, interact and otherwise engage social contexts. SOURCE? However, as technology author KelleyWHO IS HE? i Indicates: â€Å"Facebook users attempt to manage the impression others receive of them by guessing what their interpretation of their performance will be. The structure of Facebook limits the ways people can construct identities and so some users have to creatively modify their performance. † (Kelly 13). The primary limitation with Facebook is its static nature in the context, at least in comparison to personal interaction. Undoubtedly, in the traditional context of socializing, we are in a unique position to observe rather than to simply guess how our impression management is received. Thus, we can alter identity perception in a matter of seconds. If one feels that his self-presentation in conversation has produced a misimpression, it is feasible to quickly alter one’s conduct, verbal approach or some other quality by which interpretation is being gathered. SOURCE? (Koch, 319) In Facebook, one is always seeking to establish an identity which is likely to promote the widest appeal to all observers, thus serving a more homogenized interest than personal impression management which occurs on an interaction-to-interaction basis. This gives one the opportunity to attempt to deduce a likely collective response, in which a social network is perceived almost as an audience amongst whom common interests or appeals must be identified. SOURCE? (Kock, 320) In this way, identity becomes a target-directed activity in Facebook, almost placing the user in a position of marketing an identity to those in the network. This causes a distinct conflict concerning the image and identity management which one must generally commit to in order to differentiate professional, personal, social and intimate personas. The concern that Facebook may be observable to one’s parent, employer or instructor enters into the discussion here. QUOTE SOMEONE, OR GIVE AN EXAMPLE Accordingly, looking at the amount of information Facebook participants provide about themselves, the relatively open nature of the information, and the lack of privacy controls enacted by the users, Gross and Acquisti (2005) argue that users may be putting themselves at risk both offline (e. g. , stalking) and online (e. g. , identify theft). Other recent Facebook research examines student perceptions of instructor presence and self-disclosure. † (Ellison, 1146) Indeed, one of the most challenging nuances of the social networking phenomenon is its variation of social networking by way of its changing of forums. (Ellison, 1146) IS THIS AQUOTE? NAME THE SOURCE It may not be accurate to refer to online networking as an extension of traditional social networking insofar as this context has the capacity to undermine or alter many implicit rules therein. Referring once again to the Hewitt and Forte study, one of the most pertinent examples of the difference here impliedIMPLIED is that individuals choosing to enter into the online community may do so without the types of informal cues, approaches and comforts pertaining to traditional social networking such as facial expressions, vocal intonations and even attire. SUCH A. S? Thus, it occurs that, in the case of university networks especially, faculty members can create Facebook identities and establish â€Å"friendships† with students. This inserts educational instructors into a vantage POINTpoint? to relate directly to students—or perhaps more problematically, a vantage pointPOINT? from which to observe students—not previously afforded them. In consequence, there is a prospective sense amongst student social networks that some violation of unspoken social arrangement is facilitated by such networking. To this extent, the issue of one’s selected identity—from the perspective of student and faculty—may well be altered strategically in reflection of the awareness that the other party is in a new position of direct observation. That is, â€Å"because social networking communities are built to support presentation of self, identity management is likely to be a significant issue for participants in communities whose membership crosses perceived social boundaries and organizational power relationships. † (Hewitt and Forte, 12) Indeed, it is not of a small degree of importance that there is a separate dynamic of power in the contract between faculty and student that may be threatened by the merging of more inherently social contexts. Thus, as it is specifically concerns the issue of identity, this situation raises the concern that intentional misrepresentation may be encouraged. SOURCE? EXAMPLE? Moreover, as we have identified the preference of activities for users such as the publicizing of events, the posting of photographs and communication with peers, the concept that an instructor is watching is likely to have an inhibitive impact on the presentation of self. SOURCE? (Ellison, 1140) Similarly, the motives for an instructor to present one’s self in this context may be cause forinto GRAMMAR speculation as well, suggesting that an interest in observing students has been falsely underplayed in relation to the instructor’s interest in social engagement.. (Hewitt & Forte, 1)SOURCE? OR EXAMPLE? Though, Facebook does offer many privacy options which allow users to determine who can see what information posting within a profile, with regard to the issue of identity and presentation, such as the protection of age or the prevention of profile views from individuals outside of one’s networkDESCRIBE THESE OPTIONS the deconstruction of some social boundaries concerning such limitied factors as geogrpahyndaries SUCH AS? which have been purposefully—and in some instances usefully—established does have an impact on the validity of presented identities. Still, with the issue of identity thrust to the side, there is a notable value (which we can find) in this deconstruction of social boundaries. According to the Hewitt and Forte study, which in 2006 evaluated student behaviors at the Georgia Institute of Technology, â€Å"two thirds of the students surveyed [in their research GIVE FULL DETAILS ABOUT DATES, PLACES, RANGE ETC] reported that they are comfortable with faculty on the site. Positive comments tended to focus on the alternate communication channels afforded by the site and on the potential for students to get to know professors better. † (Hewitt and Forte, 2) In this way, (quite) in fact, Facebook appears to offer a reconsideration of the dynamic between instructor and student which can actually provoke a positive social change. Without question, this interaction is allowing an educational intimacy (improbable)which would be otherwise improbable, with instructors finding a way to enter into a student realm outside of the classroom without necessarily imposing hierarchical demands upon students. FOR EXAMPLE? HAS THIS HAPPENED? These direct contradictions make it increasingly difficult to make a rigorous argument for certain that Facebook’s current usage â€Å"proclivities† have achieved a cultural consensus in terms of sociological impact. That is, where this discussion has focused so significantly on the matter of identity management, there is good cause to suggest that normative behaviors are now only in their infancy. Only four years old, the remarkable sociological, technological and economic impact of Facebook is still being formulated during a continued phase of massive adoption proliferation. (Ellison, 1140)IS THIS A QUOTE? SOURCE? Therefore, it is uncertain how the near future will shape usage and identity considerations. And in many ways, this is a direct factor in the distortion of identity which is currently available, and perhaps even encouraged by the current Facebook model. To this extent, â€Å"while people construct identities in all parts of their lives, this performance is particularly evident on Facebook since the norms of use and interpretation are still being developed for this community. This manifests itself in debates over Facebook etiquette, risks and user rules. † (Kelley, 2) This is a set of debates which is still very much underway, and which presumes (for us) mesa future in which high adoption rates of Facebook will force continual discussion on the issues of identity here related. promise some resolution. N0T USRE WHAT THIS MEANS. WHY DO HIGH ADOPTION RATES NEED A ‘RESOLUTION’? Indeed, as the research here suggests, this resolution is likely to benefit the improved balance for the user of desired image presentation and the demand for accuracy, as it appears that the true social and interactive benefits of Facebook are realized thusly. Even as individuals attempt to manage impressions that benefit their social or image-based status, there is a definable interest for many in constructing an identity which represents the aspects of one’s life which will place them in useful and relevant social networks. It is therefore that we cconcluded AVOID THE ‘WE’ that there is a positive end in the proliferation of Facebook. Though it is clear that its early stages of development have presented a wide array of new and evolving considerations relating to privacy, social power dynamic and image management, there is nonetheless a direct value to honest representation in the social networking context that suggests this impulse will ultimately direct the further evolution of normative behaviors on Facebook and other online social networking communities. Works Cited Appadurai, Arjun. Modernity at Large. Cultural Dimensions of Globalization. University of Minnesota Press, 1996. Castells, Manuel. The Rise of the Network Society. Blackwell Publishers, Massachusetts, 2000. Cockcroft, Lucy. â€Å"Facebook loophole ‘open to identity thieves†. Telegraph. 5 January 2008. 27 April 2008. . Ellison, N. B. ; Steinfeld, C. & Lampe, C. (2007). The benefits of Facebook ‘friends:’ Social capital and college students’ use of online social network sites. Journal of Computer-Mediated Communication 12(4)., p. 1143-1168. Giddens, Anthony. Modernity and Self-Identity. Self and Society in the Late Modern Age. Polity Press, Cambridge, 1991. â€Å"Facebook†. Wikipedia. 28 April 2008. 28 April 2008. . Giddens, Anthony. Modernity and Self-Identity. Self and Society in the Late Modern Age. Polity Press, Cambridge, 1991. Hewitt, Anne and Forte, Andrea. â€Å"Crossing boundaries: Identity management and student/faculty relationships on the Facebook†. Georgia Institute of Technology. 24 April 2008. 24 April 2008. < http://www-static.

The Media Is A Mirror Of Society, And If That Society Is

The media is a mirror of society, and if that society is by any means influenced by stereotypes, the media will reflect it. Advertising, according to Erving Goffman, author of the book Gender Advertising, depicts how men and women behave as a social purpose and how today’s social purpose is highly unbalanced in men’s favor. Some people say that advertisers should be held accountable for the unethical images they present. Others, however, say that consumers should be to blame because by buying the products being advertised they are, in fact, supporting the advertisers and the images they set forth. The solution to this issue is simple: If these gender messages are ever expected to change, consumers should stop supporting advertising†¦show more content†¦Meanwhile, the bank accounts of these industries continue to multiply. The first reason consumers should stop supporting advertising agencies that portray women as sex objects rather than subjects is that these unequal advertisements, in fact, do create a negative effect on society and gender relationships, especially at the subconscious level. Katherine Toland Frith, author of the essay, â€Å"Advertising and Mother Nature,† published in the book Feminism, Multiculturalism, and the Media: Global Diversities, addresses this issue by saying that advertisements shape the human consciousness and reflect the values and morals of the underlying ethical system. She states that media advertising is a â€Å". . .strong marketing tool and cultural artifact. We must move beyond the surface message of the products and services for sale and explore the deeper, underlying meanings of advertisers. . .† (185). In other words, buyers and consumers in the market must be aware of inequality in the media. Vivian Gornick agrees with Toland Frith in her intro to Erving Goffman’s Gender Advertisements. She explains how advertisements are merely a creative documentation of a highly-manipulated representation of â€Å"real life† for the viewer (xii). Consumers must live and construct their own sense of reality consciously and cannot depend on what the media feeds them as the truth. Another reason that it is necessary to stop support of these industries is because stereotyped imagesShow MoreRelatedThe Media Machine Is A Delusion1331 Words   |  6 Pagesin The Influencing Machine, â€Å"The media machine is a delusion. What we’re really dealing with is a mirror: an exalting, degrading, tedious, and transcendent funhouse mirror of America† (Gladstone xxi). It often goes unnoticed how frequently the media reflects America as if it were a mirror. Popular culture, television, and nearly every social media platform essentially showcases a mirror of American society as a whole. 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