Examples of Informalization in English

Examples of Informalization in English In linguistics, informalization is the incorporation of aspects of intimate, personal discourse (such as colloquial language) into public forms of spoken and written communication  is called informalization. Its also called demotization. Conversationalization is a key aspect of the more general process of informalization, though the two terms are sometimes treated as synonyms. Some linguists (most notably discourse analyst Norman Fairclough) use the expression border crossing to describe what they perceive as the development in post-industrialized societies of a complex range of new social relationships, with behavior (including linguistic behaviour) . . . changing as a result (Sharon Goodman, Redesigning English, 1996). Informalization is a prime example of this transformation. Fairclough further describes informalization as such: The engineering of informality, friendship, and even intimacy entails a crossing of borders between the public and the private, the commercial and the domestic, which is partly constituted by a simulation of the discursive practices of everyday life, conversational discourse. (Norman Fairclough, Border Crossings: Discourse and Social Change in Contemporary Societies. Change and Language, ed. by H. Coleman and L. Cameron. Multilingual Matters, 1996) Characteristics of Informalization Linguistically, [informalization involves] shortened terms of address, contractions of negatives and auxiliary verbs, the use of active rather than passive sentence constructions, colloquial language and slang. It can also involve the adoption of regional accents (as opposed to say Standard English) or increased amounts of self-disclosure of private feelings in public contexts (e.g. it can be found in talk shows or in the workplace). (Paul Baker and Sibonile Ellece, Key Terms in Discourse Analysis. Continuum, 2011) Informalization and Marketization Is the English language becoming increasingly informal? The argument put forward by some linguists (such as Fairclough) is that the boundaries between language forms traditionally reserved for intimate relationships and those reserved for more formal situations are becoming blurred. . . . In many contexts, . . . the public and professional sphere is said to becoming infused with private discourse. . . . If the processes of informalization and marketization are indeed becoming increasingly widespread, then this implies that there is a requirement for English speakers generally not only to deal with, and respond to, this increasingly marketized and informal English, but also to become involved in the process. For example, people may feel that they need to use English in new ways to sell themselves in order to gain employment. Or they may need to learn new linguistic strategies to keep the jobs they already haveto talk to the public, for instance. In other words, they have to become producers of promotional texts. This can have consequences for the ways in which people see themselves.(Sharon Goodman, Market Forces Speak English. Redesigning English: New Texts, New Identities. Routledge, 1996) The Engineering of Informality in Conversationalization and Personalization [Norman] Fairclough suggests that the engineering of informality (1996) has two overlapping strands: conversationalization and personalization. Conversationalizationas the term impliesinvolves the spread into the public domain of linguistic features generally associated with conversation. It is usually associated with personalization: the construction of a personal relationship between the producers and receivers of public discourse. Fairclough is ambivalent toward informalization. On the positive side, it might be viewed as part of the process of cultural democratization, an opening up of the elite and exclusive traditions of the public domain to discursive practices which we can all attain (1995: 138). To counterbalance this positive reading of informalization, Fairclough points out that the textual manifestation of personality in a public, mass media text must always be artificial. He claims that this sort of synthetic personalization only simulates solidarity, and is a strategy o f containment hiding coercion and manipulation under a veneer of equality. (Michael Pearce, The Routledge Dictionary of English Language Studies. Routledge, 2007) Media Language Informalization and colloquialization have been well documented in the language of the media. In news reportage, for example, the past three decades have seen a definite trend away from the cool distancing of traditional written style and towards a kind of spontaneous directness which (though often contrived) is clearly supposed to inject into journalistic discourse some of the immediacy of oral communication. Such developments have been quantified in textual analysis; for instance, a recent corpus-based study of editorials in the British quality press in the twentieth century (Westin 2002) shows informalization as a trend persisting through the twentieth century, and accelerating towards its end. (Geoffrey Leech, Marianne Hundt, Christian Mair, and Nicholas Smith, Change in Contemporary English: A Grammatical Study. Cambridge University Press, 2010)In an experimental study, Sanders and Redeker (1993) found that readers appreciated news texts with inserted free indirect thoughts as m ore lively and suspenseful than text without such elements, but at the same time evaluated them as less suitable for the news text genre (Sanders and Redeker 1993). . . . Pearce (2005) points out that public discourse, such as news texts and political texts, is influenced by a general trend towards informalization. Characteristics include, in Pearces view, personalization and conversationalization; linguistic markers of these concepts have become more frequent in news texts over the last fifty years (Vis, Sanders Spooren, 2009). (Josà © Sanders, Intertwined Voices: Journalists Modes of Representing Source Information in Journalistic Subgenres. Textual Choices in Discourse: A View from Cognitive Linguistics, ed. by Barbara Dancygier, Josà © Sanders, Lieven Vandelanotte. John Benjamins, 2012)

Understanding Mass Media and Mass Communication

Understanding Mass Media and Mass Communication Mass media refers to the technologies used as channels for a small group of people to communicate with a larger number of people. The concept was first addressed during the Progressive Era of the 1920s, as a response to new opportunities for elites to reach large audiences via the mass media of the time: newspapers, radio, and film. Indeed, the three forms of traditional mass media today are still the same: print (newspapers, books, magazines), broadcast (television, radio), and cinema (movies and documentaries).  Ã‚   But in the 1920s, mass media referred not just to the number of people such communication reached, but rather to the uniform consumption and anonymity of the audiences. Uniformity and anonymity are characteristics which no longer fit the way people seek out, consume, and manipulate information into their daily lives. Those new media are called alternative media or mass self-communication. Key Takeaways: Mass Media Mass media as an idea was created in the 1920s.There are three major forms of traditional mass media: print, broadcast, and cinema. New forms are being created constantly.The internet has changed the nature of mass media by creating consumers who control and even create media of their own, and producers who can more easily track consumer responses.Being a smart consumer of media means exposing yourself to a variety of points of view, so that you can become more adept at recognizing subtle and not subtle forms of propaganda and bias. Mass Communication   Mass media are the transport forms of mass communication, which can be defined as the dissemination of messages widely, rapidly, and continuously to large and diverse audiences in an attempt to influence them in some way.   Five distinct stages of mass communication exist, according to American communication scholars Melvin DeFleur and Everette Dennis:   Professional communicators create various types of messages for presentation to individuals.The messages are disseminated in a quick and continuous manner through some form of mechanical media.The messages are received by a vast and diverse audience.The audience interprets these messages and gives them meaning.The audience is influenced or changed in some manner.   There are six widely acknowledged intended effects for mass media. The two best known are commercial advertising and political campaigns. Public service announcements have been developed to influence people on health issues such as smoking cessation or HIV testing. Mass media has been used (by the Nazi party in Germany in the 1920s, for example) to indoctrinate people in terms of government ideology. And mass media use sporting events such as the World Series, the World Cup Soccer, Wimbledon, and the Super Bowl, to act as a ritual event that users participate in. Measuring the Effects of Mass Media   Research on the impacts of mass media began in the 1920s and 1930s, with the rise of muckraking journalism- elites became concerned about the effects of investigative reporting in magazines such as McClures on political decision-making. Mass media became a prominent focus of study in the 1950s after television became widely available, and academic departments dedicated to communication studies were created. These early studies investigated the cognitive, emotional, attitudinal, and behavioral effects of media on both children and adults; in the 1990s, researchers began to use those earlier studies to draw up theories concerning the use of media today. In the 1970s theorists such as Marshall McLuhan and Irving J. Rein warned that media critics needed to watch how media affects people. Today, this remains a key concern; much attention has been paid, for example, to the impact on the 2016 election of false messaging distributed on social media. But the myriad forms of mass communication available today have also encouraged some  researchers to begin to investigate what people do with media. The Move to Mass Self-Communication Traditional mass media are push technologies: that is to say, producers create the objects and distribute them (push it) to consumers who are largely anonymous to the producer. The only input consumers have in traditional mass media is to decide whether to consume it- if they should buy the book or go to the movie: undoubtedly those decisions have always been significant to what got published or aired.   However, in the 1980s, consumers began to transition to pull technology: while the content may still be created by (elite) producers, users are now free to select what they wish to consume. Further, users can now repackage and create new content (such as mashups on YouTube or reviews on personal blog sites). The users are often explicitly identified in the process, and their choices may have immediate, if not necessarily conscious, impact on what information and advertising they are presented with going forward.   With the widespread availability of the internet and the development of social media, communication consumption has a decidedly personal character, which the Spanish sociologist Manuel Castells calls mass self-communication. Mass self-communication means that the content is still created by the producers, and the distribution is made available to a large number of people, those who choose to read or consume the information. Today, users pick and choose media content to suit their needs, whether those needs were the intent of the producers or not.   Computer-Mediated Communication The study of mass media is a fast-moving target. People have studied computer-mediated communication since the technology first became available in the 1970s. Early studies focused on teleconferencing, and how interactions between large groups of strangers differ from interactions with known partners. Other studies were concerned with whether communication methods lacking nonverbal cues could influence the meaning and quality of social interactions. Today, people have access to both text-based and visual information, so those studies are no longer useful.   The immense growth in social applications since the start of Web 2.0 (also known as Participatory or Social Web) has made huge changes. Information is now distributed in many directions and methods, and audiences can vary from one person to many thousands. In addition, everyone with an internet connection can be a content creator and media source.   Blurring the Lines Between Producers and Consumers Mass self-communication can potentially reach a global audience, but it is self-generated in content, self-directed in its mission, and typically focuses on self-related information. Sociologist Alvin Toffler created the now-obsolete term of prosumers to describe users who are almost simultaneously consumers and producers- for example, reading and commenting on online content, or reading and replying to Twitter posts. The increases in the number of transactions that now occur between consumer and producer create what some have called an expression effect. Interactions also now cross-media streams, such as Social TV, where people use hashtags while watching a sports game or a television program in order to simultaneously read and converse with hundreds of other viewers on social media. Politics and the Media   One focus of mass communication research has been on the role that media plays in the democratic process. On the one hand, media provides a way for predominantly rational voters to obtain information about their political choices. That likely introduces some systematic biases, in that not every voter is interested in social media, and politicians may choose to work on the wrong issues and perhaps pander to an active set of users who may not be in their constituencies. But by and large, the fact that voters can learn about candidates independently is predominantly positive.   On the other hand, media can be leveraged for propaganda, which exploits cognitive errors that people are prone to make. By using the techniques of agenda-setting, priming, and framing, the producers of media can manipulate voters to act against their own best interests. Propaganda Techniques in Mass Media   Some types of propaganda that have been recognized in mass media include: Agenda-Setting: Aggressive media coverage of an issue can make people believe an insignificant issue is important. Similarly, media coverage may underplay an important issue.Priming: People evaluate politicians based on the issues covered in the press.Framing: How an issue is characterized in news reports can influence how it is understood by the receivers; involves the selective inclusion or omission of facts (bias). Sources DeFleur, Melvin L., and Everette E. Dennis. Understanding Mass Communication. (Fifth Edition, 1991). Houghton Mifflin: New York.  Donnerstein, Edward. Mass Media, General View. Encyclopedia of Violence, Peace, Conflict (Second Edition). Ed. Kurtz, Lester. Oxford: Academic Press, 2008. 1184-92. Print.Gershon, Ilana. Language and the Newness of Media. Annual Review of Anthropology 46.1 (2017): 15-31. Print.Pennington, Robert. Mass Media Content as Cultural Theory. The Social Science Journal 49.1 (2012): 98-107. Print.Pinto, Sebastin, Pablo Balenzuela, and Claudio O. Dorso. Setting the Agenda: Different Strategies of a Mass Media in a Model of Cultural Dissemination. Physica A: Statistical Mechanics and its Applications 458 (2016): 378-90. Print.Rosenberry, J., Vicker, L. A. (2017). Applied Mass Communication Theory. New York: Routledge.Strà ¶mberg, David. Media and Politics. Annual Review of Economics 7.1 (2015): 173-205. Print.Valkenburg, Patti M., Jochen Peter, and Joseph B. Walt her. Media Effects: Theory and Research. Annual Review of Psychology 67.1 (2016): 315-38. Print.

20th Century Philosophy Paper Essay Example | Topics and Well Written Essays - 500 words

20th Century Philosophy Paper - Essay Example This work was extended by Russel who derived the whole of mathematics from logic. The projects of both Frege, and Russel failed but gave rise to what is known as analytic philosophy today. There is no clear definition of analytic philosophy. This philosophy â€Å"emphasizes clarity, rigor, argument, theory, truth. [†¦] This kind of philosophy is more like science than religion, more like mathematics than poetry – though it is neither science nor mathematics† (Collin, 2002). The history of analytic philosophy can be divided into five phases. The first phase from 1900 to 1910 is characterized by the quasi-platonic form of realism, which was articulated in the idiom of ‘propositions’ and ‘meanings’. Later, Moore proposed the philosophy of common sense, while Russel developed logical atomism with Ludwig Wittgenstein. This second phase continued till 1930. 1930s saw the development of logical positivism by A.J. Ayer. The fourth phase form 1945-1965 saw inclination towards ordinary-language analysis developed by John Wisdom, Gilbert Ryle, and Paul Grice. Criticism in 1960s led the analytic philosophy to dump its linguistic form. This continued till the end of the 20th century and illustrates pluralism. Simply defined, modernism is the social thought process, logical behavior, and character in the present time. This movement stretched from 1890 to 1920 and witnessed the genius of Joyce, Eliot, Lewis, and Pound among others. This movement had a far-reaching influence on the American and British society in terms of art, architecture, literature, religion, politics, and social behavior. Some of the salient features of modernism include: Experimentation; self-consciousness; individualism; elite intellectualism; and anti-realism. The modernism movement was influenced by many sources. It took allusiveness in style from symbolism; an urban setting from realism; artist-focused view, and

Three Branches Of Government Essay Example | Topics and Well Written Essays - 500 words

Three Branches Of Government - Essay Example The leaders are elected by the parties in both the Senate and the house of the representatives. The leader of the party controlling the house is called a majority leader while minority leader is the leader of the minority group. The executive branch makes official laws and is headed by the president who is elected for a term of four years by the entire nation. The laws passed by the legislative branch have to be approved and carried out by the president. The vice-president and other cabinet members are also a part of this branch. Other duties of the president include appointing or removing cabinet members, negotiating treaties as well as acting as the commander-in-chief and the head of state. The cabinet also gives advice to the president on important issues and is made up of heads of 15 major departments of the government such as the secretary of labor, education, defense, state etc. (Three branches of government, Web). The third branch of the government is the judicial branch which is responsible for administrating the court system of the country. The head of the judicial branch is the Supreme Court which is responsible for explaining the constitution and the laws passed by the Congress. The Supreme Court is made of one chief justice, eight associate judges and nine justices. The nominations of the judges are made by the president but have to be approved by the Senate. Decisions made by the Supreme Court are final and no one can deny these decisions. (Three branches of government, Web).

Speaking Skills Issues And Solution English Language Essay

Speaking Skills Issues And Solution English Language Essay For the longest time, the idea of testing language have always revolved around testing the knowledge of the language itself but now, the idea of testing for communicative competence is getting more and more popular. In testing communicative competence, speaking and listening tasks are commonly used. Those require tasks such as the completion of an information gap and role play (Kitao Kitao, 1996). As teachers of ESL, it is imperative for us to enhance the students delivery skills, increase their confidence, and develop their methods of organization and critical thinking skills. In order to do this, a valid and reliable way of assessment to determine whether the set goals were met is required. The oral communication field needs a clear-cut method of evaluation as can be found in discrete language skill classes such as listening comprehension (Nakamura Valens, 2001). Language teachers and language testers need a method which takes subjective qualitative observations and then transforms them into objective quantitative measures. A critical issue in the assessment is the selection of criteria for evaluating performance. Stiggins (as cited in Butler Stevens, 1997) points out that the selection of these criteria should be one of the first steps in designing performance assessments. Students should understand ahead of time what is expected of them. This can actually help them determine on what basis their performance will be judged. When students are actively involved in establishing assessment criteria for tasks, they do not only have a better understanding of what is expected of them when they perform the tasks, but they will be able to more fully appreciate why the criteria are important (Butler Stevens, 1997). The Issue of Assessing Speaking Skills. Speaking is probably one of the most difficult skills to test. It combines skills that may have little or no correlation with each other, and which do not do well to objective testing. In ( Kitao Kitao, 1996), it was mentioned that there are not yet good answers to questions about the criteria for testing these skills and the weighing of these factors. It is possible to find people who can produce the different sounds of a foreign language appropriately; hence they lack the ability to communicate their ideas correctly. This is one of the difficulties that testers encounter when testing the oral production of learners. However, the opposite situation could occur as well; some people do have the ability of expressing their ideas clearly, but at the same time they cannot pronounce all the sounds correctly. Another difficulty is the actual implementation of speaking skills testing. That is because it is difficult to test a large number of learners in a relatively short time. Therefore, the examiner is put under great pressure (Heaton, 1988). The next difficulty is that speaking and listening skills are very much related to one another; it is impossible to keep them mutually exclusive. In most cases, there is an interchange between listening and speaking, and speaking appropriately depends on comprehending spoken input. Therefore, this has an impact on testing speaking because the testers will not know whether they are testing purely speaking or speaking and listening together. Finally, the assessment and scoring of speaking skills is one of its biggest problems. If possible, it is better to record the examinees performance and the scoring will be done upon listening to the tape. The aspects of speaking that are considered part of its assessment include grammar, pronunciation, fluency, content, organization, and vocabulary. (Kitao Kitao, 1996). Depending on the situation and the purpose of the test, testers need to choose the appropriate methods and techniques of testing. The Solution: Method of Assessing Speaking Skills. 3.1. Monologue, Dialogue and Multilogue Speaking Test. Nakamura Valens (2001) conducted a study on Japanese graduate students at Keio University. They used three different types of speaking tests as a form of assessment. The first type is the Monologue Speaking Test which is also called the presentation. Students were asked to perform some tasks such as; show and tell where they talk about anything they choose. This gives the students a chance to make a mini presentation. The second type is Dialogue Speaking Test which is also known as the interview. It is an open-ended test where the students lead a discussion with the teacher, and students in that kind of test are required to use conversation skills that they have learned before. The third type is Multilogue Speaking Test that is also called the discussion and debating. Here, the discussions are student-generated, and students are put into groups where as a group, they decide on a topic they feel would be of interest for the rest of the classroom. The evaluation criteria that was used in that study was as follows: Evaluation Items: Presentations: Content Language Eye contact Interviews: Comprehensibility Pronunciation Fluency Ability to explain an idea Discussing and debating: Able to be part of the conversation to help it flow naturally Uses fillers/ additional questions to include others in conversation Transfers skills used in dialogues to group discussions The rating scale ranged between poor and good with the symbols from 1 to 4. The finding of their study reveals that among the three test types, the discussion tests was the most difficult followed by interview test and the presentation test. In Malaysia, we saw a similar system being implemented but were poorly regulated and too restrictive. Dialogues are used in the school-based assessment and Monologues and Multilogues are common in both school-based assessment and the MUET speaking test. Although it follows this model, it failed to accurately gauge students speaking ability as the tests were poorly regulated (prevalent in school-based assessment) and too restrictive (MUET). 3.2. Testing speaking using visual material Without even comprehending spoken or written material, it is possible to test speaking using visuals such as pictures, diagrams, and maps. Through a careful selection of material, the testers can control the use of vocabulary and the grammatical structures as required. There are different types of visual materials that range in their difficulty to suit all the levels of learners. One common stimulus material could be a series of pictures showing a story, where the student should describe. It requires the student to put together a coherent narrative. Another way to do that is by putting the pictures in a random order of the story to a group of student. The students decide on the sequence of the pictures without showing them to each other, and then put them down in the order that they have decided on. They then have the opportunity to reorder the pictures if they feel it is necessary. In the Malaysian context, this system is already in use in the school-based oral assessment for primar y school. Another way of using visual stimulus is by giving two students similar pictures with slight differences between them, and without seeing each others pictures they describe their own pictures in order to figure out the differences. However, there is a problem in using visual stimulus in testing speaking, it lies in that the choice of the materials used must be something that all the students can interpret equally well, since if one student has a difficulty understanding the visual information, it will influence the way he/she is evaluated (Kitao Kitao, 1996). 3.3. The Taped Oral Proficiency Test In that approach, the students performances are recorded on tapes and then assessed later by the examiner. This method has some advantage and some disadvantages. According to Cartier (1980), one disadvantage of the taped test is that it is less personal; the examinee is talking to a machine and not to a person. Another disadvantage is that it has a low validity. Moreover, the taped test is inflexible; if something goes wrong during the recording, it is virtually impossible to adjust for it. On the other hand, there are some advantages of that type of test. It can be given to a group of students in a language lab, it is more standardized and more objective since each student receives identical stimuli, and scoring can be performed at the most convenient or economical time and location. I believe that the taped test method is very practical when it comes to testing large numbers of students where the teacher would not have enough time to assess each one of them individually. However, the problem lies in not having enough language labs in some schools which, in turn, creates a big difficulty for teachers. Conclusion Previous research on classroom testing of ESL speech skills provides several models of both task types and rubrics for rating, and suggestions regarding procedures for testing speaking with large numbers of learners. However, there is no clear, widely disseminated consensus in the profession on the appropriate paradigm to guide the testing and rating of learner performance in a new language, either from second language acquisition research or from the best practices of successful teachers. While there is similarity of descriptors from one rubric to another in professional publications, these statements are at best subjective. Thus, the rating of learners performance rests heavily on individual instructors interpretations of those descriptors (Pino, 1998). In spite of the difficulties inherent in testing speaking, a speaking test can be a source of beneficial backwash. If speaking is tested, unless it is tested at a very low level, such as reading aloud, this encourages the teaching of speaking in classes. In my opinion, testing speaking skills could be a very interesting experience, and it gives teachers an opportunity to creative in selecting the test items and materials. Moreover, it has a great impact on students by making them enjoy taking the test and feel comfortable doing so if the teacher chooses the materials that interest their students and that is suitable to their age and levels of knowledge. References Butler, F. A., Stevens, R. (1997) Oral languages assessment in the classroom. Theory Into Practice, 36 (4). 214-219. Cartier, F. A. (1980). Alternative methods of oral proficiency assessment. In J. R. Firth (Ed.), Measuring spoken language proficiency (7-14). GA: Georgetown University. Heaton, J. B. (1988). Writing English language tests. Longman. Kitao, S. K., Kitao, K. (1996). Testing speaking (Report No.TM025215). (ERIC Document Reproduction Service No. ED398261) Kitao, S. K., Kitao, K. (1996). Testing communicative competence (Report No. TM025214). (ERIC Document Reproduction Service No. ED398260) Nakamura, Y., Valens, M. (2001). Teaching and testing oral communication skills. Journal of Humanities and Natural Sciences,3, 43-53. Pino, B. G. (1998). Prochievement testing of speaking: matching instructor expectations, learner proficiency level, and task types. Texas Papers in Foreign Language Education, 3, (3), 119-133.

My Childhood Memories in Ramadhan Essay

Everyone have a childhood memories in their life and are special for everyone. I was born and brought up in a happy family and Alhamdulillah about that. I want to share to all my readers about my childhood memories in Ramadhan. Every time when Ramadhan came the first thing that will come to my mind is Hari Raya. I feel very excited to celebrate Hari Raya. There are a lot of memories in Ramadhan still fresh in my mind among these is walk around the village while holding the lantern after breaking fast, lit the candles around the gate of house with sister, helping my mom making cookies for Hari Raya. The first memories that I was remember, when finish breaking fast I and my sister playing with friend. Then, we are together with friend walk around the village while holding the lantern. During that time, I walk while holding the lantern, suddenly candle in the lantern accidentally erased. I was so afraid and then run to my sister because the road was dark. After arrived at home, my mother advise to me and sister not follow our friend walking around the village after breaking fast because road to dark and hazard. Second memories that I still remember is light wax around gate. I black out in house balcony and start light wax around house fence . Apart from that, I play fireworks with my sister. That delightful because my house like in the middle of circle light. I and my sister do not like light up kerosene lamp because of that complicate for a girl. Memories of childhood during Ramadhan last that I want share with all of you is we help my mother making biscuits for food Hari Raya. Each year, my mother do not miss to make our family favourite cookies. Name of biscuit that my mother do is Mazola groundnut cookies and also cornflakes honey. I help my mother baked a biscuits and cleaning kitchen when we have been completed. Yet today, my mother have died and I do not will forget the memory because it a memory that is most beautiful with my mother. I am so dear my mother and also miss to her In summary, everyone have memories of childhood days in their life. Past memories make us have much experience to are surviving on that full challenge. When remembering matter that after, I smile. Many my lesson can from incident which occurred. Remember we must be hearing parents’ instruction because they know what best for us. I hope me always remember memories of childhood days in Ramadhan because of that is memory that is lovely and delightful.

The Impact Of Media On The Media - 892 Words

As I pondered what I would do for this action project I knew I wanted to steer more towards women in the media. I have always been curious about what the public thinks about certain things, what is trending, what the common thought is on a specific thing, idea etc. As I thought about what my main focus was going to be, I remembered talking to my family about what I was learning and discussing in my Gender and Women’s Studies class and brought up how there seems to be a stigma in today’s culture on how marketing companies make it seem okay to portray women in a negative way just to get their product sold. I thought more deeply about this topic because it has always bothered me to see how companies got away with altering model’s bodies, dressing them in risquà © clothing, or putting sexist blurbs smacked across an advertisement in a magazine. I wanted to find a way I could subtly bring about self-awareness to my community around me. For the ‘action’ p art of my project, I really wanted to focus on spreading awareness to my age group, who is being advertised to and marketed to more than any other demographic. So I created a survey; consisting of 6 questions, focused on how they feel about women throughout any form of media. I didn’t want to overwhelm my survey takers with too many questions because I know that questions geared more towards women and feminism can be taken differently by people. I wanted to get to the point but simply and sweetly. The first three questions were toShow MoreRelatedThe Impact Of Media On The Media2801 Words   |  12 PagesMisrepresentation of Blacks in the Media Mammies to nannies, bucks to thugs and deadbeats, servants to crooks in positions of power: this is the evolution of Black images in the media. 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An unprecedented amount of technology uses as tools of influence to convince citizens to purchase and consume on a regular basisRead MoreThe Impact Of Media On The Media920 Words   |  4 PagesGrowing up in the 1970’s, violence in the media, and television in general, was reserved for late prime time programming and the 11 o’clock news. With deregulation of the broadcast industry in the 1980’s, under the presidency of Ronald Reagan, violence on TV became mainstream (American television, n.d.). With more channels to watch, the advent of 24 hour news, along with more content to view, the audience as well became increasingly younger. Alongside standard televisio n programming, cartoonsRead MoreImpact Of Media On Gender And The Media1303 Words   |  6 PagesImpact of Media on Gender Annie Hernandez Keiser University August 13, 2014 Abstract Boys and girls have for long spans of time considered themselves to be different. The media and advertising has played a significant role to make sure that they influence the way that boys and girls view themselves. Society has always had a main focus on getting people to behave in certain ways, the media has been magnificent at causing each gender to classify themselves in particular waysRead MoreThe Impact Of Media On New Media1313 Words   |  6 Pagesreceived information and news through paper-based media,like newspapers,magazines and books.Owing to the appearance of mobile phones and IPADs,people can look through news easily and conveniently,paper-based media need to innovate and reform.This assignment will present the status quo of paper-based media,it will explain the combination of new media and paper-based media,the significance of paper-based media innovation. McLuhan Marshall said that media are the basic motivation of social developmentRead MoreMedia s Impact On The Media843 Words   |  4 PagesMedia is defined as the method that people use as two way communications to send and receive information. The people who receive information or media messages are known as â€Å"Receiver† while Media is known as â€Å"Sender† (Lunenburg, 2010). Media has been a part of people’s life since the late 1930s, used as a method to convince and control attitudes and beliefs (Barrett Braham, 1987).In the twentieth century, media is easy to access due to the increase of technology. The significant rise of mediaRead MoreThe Impact Of Media On Social Media Essay1035 Words   |  5 PagesNegative influence of Catfishing in Social Media Most of us use social media in some part of our day. Statista statistics claim, â€Å"In 2016 there is 78 percent of U.S. Americans had a social media profile, representing a five percent growth compared to the previous year.† This number will increase as we rely more and more on technology. One of the negative social media trends that have been increasingly popular is catfishing. Catfishing as google dictionary defines it as to â€Å"lure someone into a relationship