| Papers [1-14] of 100 :: [Page 1 of 8] | | Go to page : 1 2 3 4 5 6 7 8 —> | Search results on "INTERNET SOCIAL TEXTS": |
|
|
The Internet and Social Texts, 2005.
A discussion on the Internet and the fragmentation of our social texts.
1,125 words (approx. 4.5 pages), 4 sources, £ 31.95
»
Click here to show/hide summary
Abstract
This paper discusses the Internet as the dominant social text of our time. It argues that in contrast to the medium of television, which at its height was a unifying and homogenizing technology, the impact of the Internet and the computer upon human culture is as a force of democratic fragmentation.
From the Paper
" The Internet and networked computer technologies have had a seismic effect on global culture within the span of just over a decade. While computers have long been an element of human society, they have largely been confined to a support role as mainframe systems that "crunch" numbers or collect data for institutions, companies and government. With the Internet, and the linked networks of servers and personal computers spanning the globe, computers have come into the foreground as primary determinants of human cultural and social organization. This essay will discuss the Internet as the dominant social text of our time."
| |
|
Television and New Social Texts, 2005.
"This paper discusses the question of what has replaced television as the primary social text that serves as a unifying force in society, suggesting t...
1,125 words (approx. 4.5 pages), 1 source, £ 31.95
»
Click here to show/hide summary
Abstract
"This paper discusses the question of what has replaced television as the primary social text that serves as a unifying force in society, suggesting that there is no clear unifying force today and that a more fragmented society is one of the results, with broadcast television having had a wider appeal because there were fewer choices, while the number of choices today has fragmented the social order."
From the Paper
According to Danesi, the role of television as a primary cultural unifier in American society is changing. He states, "TV no longer has the same kind of 'unifying power' to influence society as a group" (Danesi 194). This shift has been commented on by others as well as they note how at one time television served as a unifying force through the ubiquity of certain shows and images.
| |
|
Television as Social Text, 2005.
An argument that television is a social text.
1,125 words (approx. 4.5 pages), 1 source, £ 31.95
»
Click here to show/hide summary
Abstract
This assignment discusses television as a social text. The paper analyzes a media usage journal, questionnaire and questionnaire responses in order to discuss television usage. The paper argues and concludes that television is still a social text.
From the Paper
"Television has often been defined as a social text. What does this mean? Marcel Danesi defines a social text as, "an overarching text from which an entire culture extracts meaning for its daily life routines" (Danesi 190). For example, the bible is a social text for Christians because it is a text that provides meanings for their activities. The thesis of this essay is that television is a social text for most people. If television is a social text you would expect that it would be the dominant media in terms of media usage. To prove this argument I have logged my own media usage for a week (Appendix 1)."
| |
|
Theories of the Functions of the Pyramid Texts, 2008.
A description and evaluation of the Pyramid Texts.
2,054 words (approx. 8.2 pages), 10 sources, MLA, £ 45.95
»
Click here to show/hide summary
Abstract
This paper evaluates the functions of the Pyramid Texts that are based on the contrast between Western linear logic,and "the magico-religious mentality" of Ancient Egyptian culture. The paper also discusses the different functions of the Pyramid Texts Pyramid Texts and concludes that its main function was to solemnize the funeral and burial with the appurtenances necessary for the ascension of "coming forth by day", a construction of "The Book of the Dead" uniquely suited to the alchemic minds of the Ancient Egyptians who synthesized life's polarities in a way not available to our Western thought.
From the Paper
"The Ancient Egyptian conception of reality was cyclical and grounded in the unique agricultural environment of Egypt. "Its inhabitants depended on a large degree on the fulfillment of natural cycles. " "Every day, they observed the unchanging cycle of the sun's passage: each night it died but was reborn on the horizon at dawn and continued its celestial course throughout the day, creating and sustaining life on earth. Similarly, in the annual cycle of the seasons, they saw the regular death and destruction of the vegetation, due to the parching of the land, which in turn was followed by the inundation of the River Nile, which revived and restored the plants and the crops. Both these great life-forces, the sun and the river, followed patterns of life, death and rebirth which probably inspired in the Egyptians a very early belief that individual human existence reflected these natural cycles" . "The rising and setting of the sun, the phases of the moon, the motions of the stars ('always visible from Egypt'), the annual flooding of the Nile...were perceived as manifestations of potent creative sources" and a continual process of growth, death, and rebirth" . Poised on the edge of Africa between the mutable, ever shifting sands of the desert and the fluctuating barrier of the ocean, life was seen as a series of constantly changing forms of existence dependably reoccurring and transposing into one another. "Death...was regarded not as an end, but merely as a further change...leading forward to another type of existence" .
| |
|
Vedic Texts, 2001.
This is a paper that explains the Vedic Texts and their essential differences to the Hindu religion.
1,100 words (approx. 4.4 pages), 2 sources, MLA, £ 27.95
»
Click here to show/hide summary
Abstract
A look at the importance of the Vedic Texts to Hinduism. It provides a historical background of the texts and how these were given to 'Brahma', the first living creature by Lord Krishna. It examines the four divisions in the texts Rg (prayers), Yajur (hymns for oblations), Sama (same prayers and hymns in meters for singing), Atharva (body/world maintenance and destruction).
From the Paper
"Hinduism is a way of life that is based on various scriptures that depict the manner in which the values of life should be built. The Veda?s are considered to be the first of the scriptures. Veda means knowledge gained from the teachings of the Vedas. Vedic knowledge comes from the spiritual world, originating from Lord Krishna, the Supreme God. In Hinduism the first living creature was the 'Brahma' who recived the Vedic knowledge from Krishna. The Veda were known as the Yajur and made reference to sacrifices which would 'purify' the soul."
| |
|
Selfhood in Classical Texts, 2002.
A paper which explores the issue of selfhood in several texts, especially William Shakespeare's "King Lear" and Augustine's "Confessions".
1,635 words (approx. 6.5 pages), 0 sources, £ 37.95
»
Click here to show/hide summary
Abstract
The paper explores several texts including "The Confessions" by Augustine, "The Life of Saint Teresa of Avila" by Herself, Petrarch?s poetry, and Shakespeare?s drama ?King Lear" and shows that all of these are products of societies in which the dominant religious ethos was Christian rather than pagan. The paper shows that although all the texts share this similar historical feature, fundamentally opposing views of the self (the distinction between outer and inner life) are articulated through the theological texts in contrast with the works of lyric and dramatic poetry.
From the Paper
"This Christian point of view, of the importance of the interior over the exterior, seems to at first be born out in Shakespeare?s ?King Lear.? In the first scene, the king of the title is witnessed undervaluing the contribution of his youngest daughter Cordelia, whom honestly tells him how much she loves him, unlike his superficial and cruel daughters Gonoril and Reagan. ?King Lear? is set in pre-Christian times yet was written in a Christian era. This might seem to validate the idea that pagan times valued the exterior, while Christianity values the interior. Yet everyone around and outside of Lear sees through his daughters, except the man himself, even at the very beginning. The king of France marries Cordelia without a dowry. Similarly, in the subplot of Gloucester, the man is unable to understand the treachery of his bastard son until he has rejected his true son. "
| |
|
Education Policies in Chosen Texts, 2002.
The paper reviews six articles which appeared in various published texts to show how special needs for individuals are catered for in the educational field.
1,455 words (approx. 5.8 pages), 6 sources, £ 34.95
»
Click here to show/hide summary
Abstract
A review of six published texts to show how the special needs of individuals are treated in the field of education. Each article looks at special needs from a different angle and shows how this topic is covered by the media in America today.
The subjects and their texts reviewed are:
Individuals with Emotional/Behavioral Disorders (?Supreme Court: Private schooling for ?Confinement? Does not Qualify for District Funding.? Special Education News);
Individuals with Hearing Impairments (?Online Literacy Project Targets Kids with Hearing Disabilities.? Special Education News);
Understanding Depression/Suicide (Pierson, T. ?Suicide: Questions Most Frequently Asked.? Suicide Awareness Voices of Education, 1996);
Gifted Individuals (Berger, S. & Winebrenner, S. ?Providing Curriculum Alternatives To Motivate Gifted Students.?);
The Law and Disability (?Bush Calls Education 'Civil Rights Issue of our Time'? CNN.com)
Individuals with Learning Disabilities ( ?Adult Learning Disabilities - Moving beyond Humiliation.? CNN.com)
From the Paper
"This article describes statements made by President George Bush about education including that education is ?the great civil rights issue of our time.? Bush describes his plan to make changes to education in America. The focus is especially on children with learning difficulties with Bush being quoted as saying ?we must have high expectations for children who are more difficult to teach or who have fallen behind.?
Bush describes a plan increasing funding for the Individuals with Disabilities Education Act (IDEA), a federal program that aids disadvantaged schoolchildren and also recognizes that schools cannot meet the high costs associated with providing education to children with disabilities."
| |
|
Authentic Texts in ELT Education, 2006.
Examines the increasing need for authentic reading texts in English Language Teaching classrooms.
3,002 words (approx. 12.0 pages), 7 sources, APA, £ 62.95
»
Click here to show/hide summary
Abstract
The growing consensus is that the use of authentic materials in the English Language Teaching (ELT) classroom is beneficial to the learning process. The paper shows that, for this purpose, the crucial role played by texts in ELT reading exercises has come under closer examination. Which type of ELT textbooks is more appropriate for present needs: The "authentic" or "non-authentic" reading materials? The paper shows that the trend seems to move away from the grammar-based pedagogic content of non-authentic text in favor of authentic text, which simulates the real world outside the classroom. By working on a "living" language as used by the community, this could give learners the feeling that they are in touch with reality and thus increase their motivation for learning.
From the Paper
"Clayton, Fomo defines authentic texts as "genuine samples of language in use," which are not produced specifically for the purpose of language teaching. This text, sometimes spoken and sometimes written, simulates and uses the language of the real world, which is adapted in the classroom for its relevance to the students' social milieu. The objective is to develop the students' language skills for the real world, and bridge the gap between classroom knowledge and the students' capacity to participate in real-life events."
| |
|
School Texts Censorship, 2004.
Written in the form of a letter, this paper argues against the elimination of the texts ?What We Talk About When We Talk About Love?, ?The Lottery?, and ?A&P? from the school curriculum.
1,325 words (approx. 5.3 pages), 3 sources, MLA, £ 31.95
»
Click here to show/hide summary
Abstract
This paper addresses a decision of the school board to disallow selected texts from the school reading curriculum. The writer argues against, particularly, the elimination of the texts ?What We Talk About When We Talk About Love?by Raymond Carver; ?The Lottery? by Shirley Jackson; and ?A&P? by John Updike. It agrees that these stories may contain what some persons deem to be ?inappropriate? content in terms of language or references to ethnic groups. However, the writer argues that eliminating these from one school reading list is not going to take any of the problems in the world away. Is it not better that students be made aware of the fact that the world is not a perfect, pristine place? Would we not then be better able to deal with situations in the adult world?
From the Paper
"When the four friends are talking, they come upon the subject, as the title suggests, of love. It soon becomes clear that each has his or her own ideal of love. The former member of seminary, Mel, for example refers to spiritual love (p. 422) as the ultimate definition of this emotion. And this makes sense. It is all-encompassing and always compassionate. Terri, Mel?s girlfriend, has a different idea. She cites her previous boyfriend?s abusive behavior as his particular display of love. She describes a shocking scene of being severely injured physically. The question then is, is it good for kids to learn this kind of thing? Should we not concentrate only on the good aspects of such a high emotion as love? I don?t believe so. If students leave school with an idealized, but unrealistic view of love, the chances of making a success of a relationship are few. It is necessary to be aware of the realities of love and indeed of life."
| |
|
Japanese Colonialism in Texts, 2002.
A look at the ideological foundation of colonialism through the readings of three Japanese texts.
2,150 words (approx. 8.6 pages), 3 sources, £ 56.95
»
Click here to show/hide summary
Abstract
This paper discusses the history of Japanese colonialism in Korea, and evaluates Japanese texts for indications of political and ideological justification of colonial domination in Korea. The objective of this essay is to study the textual language of Japanese political writings in order to interpret the ways Japan's influences in Korea are described and rationalised in the writings, and to highlight the ideological foundations of colonialism in East Asia.
| |
|
Historical Texts, 2007.
This paper contrasts four different historical texts: Donald Spivey's "Schooling for a New Slavery", Ellen Schrecker's "The Age of McCarthyism", John Kenneth Galbraith's "The Great Crash of 1929" and Charles Fishman's "The Wal-Mart Effect".
905 words (approx. 3.6 pages), 4 sources, MLA, £ 22.95
»
Click here to show/hide summary
Abstract
This paper explains that both Donald Spivey's "Schooling for a New Slavery: Black Industrial Education, 1868-1915" and Ellen Schrecker's "The Age of McCarthyism: A Brief History with Documents"are cultural critiques of apparently benevolent ideologies that harmed rather than helped the Americans they were designed to protect. The author points out that these history texts use different presentational techniques possibly because McCarthyism was a top-down phenomenon while racism has been rife within American society since its inception. The paper relates that John Kenneth Galbraith's "The Great Crash of 1929" describes how rampant speculation in the stock market caused the destruction of the American economy and that Charles Fishman's "The Wal-Mart Effect". speculates that exploitation used as an economic tool by a single large company has caused cheaper goods but a less ethical society.
From the Paper
"After the end of slavery, Blacks were supposed to become free and equal citizens with Whites under the law. Instead, despite the previous centuries of oppression that were supposed to be undone by legal enfranchisement of Blacks, most Blacks were denied their rights of civic participation, and their education was limited to manual, rather than intellectual pursuits. This is why Spivey's book ultimately emerges as the more frightening of the two scenarios--while McCarthyism lasted for a relatively short period of time, the racism chronicled by Spivey and the attitudes that hampered Black progress still exist today."
| |
|
Three Classic English ?Christian? Texts, 1997.
This paper explores the question:Are Geoffrey Chaucer's 'The Prioress' Tale?, Christopher Marlowe's ?The Jew of Malta?, and William Shakespeare's ?The Merchant of Venice? Christian texts?
4,045 words (approx. 16.2 pages), 4 sources, £ 77.95
»
Click here to show/hide summary
Abstract
The paper states that all three works are a critique of Christian behavior and decadence in their contemporary Christian societies. The author feels that the key to understanding the sense in which these texts are Christian involves understanding the function and portrayal of the Jew, which are more functional props than human characters.
Table of Contents
Introduction
The Prioress? Tale
The Ecclesia
The Christian Masses
Who They Judge
What they Judge
The Positive Model
The Jew of Malta
Murder
Avarice and Theft
Lack Of Chastity
Trickery and Deceit
The Positive Model
The Merchant of Venice
The Court Scene
The Corruption of the Positive Model
Significant Names
Shylock
Jessica
Tubal
Chus
Conclusion
From the Paper
""I Stand here for Law" (The Merchant of Venice IV I 142) declares Shylock. While he literally means that he is awaiting the judgment according to the law of Venice, it is also metaphorically true within the religious framework of the text. As a Jew, Shylock is representative of the outlook which (in Christian thinking) demands strict adherence to the law as opposed to the Christian stand for mercy. But here, as in the other works we have examined, the sole significance of the Jew is to provide a standard by which to measure the Christian by comparison and contrast. From a Christian point of view, Shylock and his religion are presumed corrupt; Judaism itself is beyond saving; the best one can do for its members is to convert them individually to Christianity."
| |
|
Identity in Post-Colonial Texts, 2004.
An examination of the concept of the search for identity in post-colonial texts, namely, Mira Nair's "Mississippi Massala", Jamaica Kincaid's "Lucy", and Edwidge Danticat's "Breath Eyes Memory".
3,102 words (approx. 12.4 pages), 6 sources, MLA, £ 63.95
»
Click here to show/hide summary
Abstract
This paper looks at how the idea of displacement is prevalent in these novels. The writer points out how the people in these post-colonial works are moving from places where the idea of displacement remained a part of their colonized history into places where they are now physically removed from their place of birth. When the post-colonial body is exposed to a culture that is very different from theirs, it becomes necessary for identity to alter.
From the Paper
"Throughout the late twentieth century and into twenty-first, the search for self-identification grew in importance as a response to an increase focus on individualism. The search for identity is a problematic discourse in a world where dislocation imposes different cultures on individuals who leave their country of origin to exist in another. In the study of post-colonialism the search for identity is pertinent, because migration is a common experience for the postcolonial body. As migration occurs, ?It is here that the special post-colonial crisis of identity comes into being; the concern with the development or recovery of an effective identifying relationship between self and place? (Empire p.8). In postcolonial texts, the reconstructing of identities are not fluid and required in order to attain progression in the space migrated into. This motif is prevalent in Mira Nair?s Mississippi Massala, Jamaica Kincaid?s Lucy and Edwidge Danticat?s Breath Eyes Memory."
| |
|
Texts on Gender Compared, 2006.
Examines and compares texts by Susan Glaspell ("A Jury of Her Peers") and Malcolm Gladwell ("Listening to Khakis").
938 words (approx. 3.8 pages), 2 sources, MLA, £ 23.95
»
Click here to show/hide summary
Abstract
Susan Glaspell's "A Jury of Her Peers" and Malcolm Gladwell's "Listening to Khakis" both deal with how men and women process information differently. The paper shows that Glaspell's story-written in 1917-focuses on the woman's perspective regarding a murder case, while Gladwell's 1997 article looks at how a man processes information through an examination of advertising.
From the Paper
"Men find the details of the house quite meaningless because they cannot see how the details would aid them in their search to understand the motive of Mrs. Wright. The women eventually take the clues, the birdcage, irregular quilting, personal knowledge of Mr. Wright, and discover the motive Mrs. Wright had for killing her husband. The men could not see those clues."
|
|
|
