Comparison Report Target and Wal-Mart Research Paper

Comparison Report Target and Wal-Mart - Research Paper Example Nonetheless, appropriate use of social media might turn out to be highly advantageous to a company. There are different forms of social media; but Facebook remains the most popular social media channel among people today. Therefore, most companies have adopted this as a platform for their communication with customers. Through Facebook, a company can post videos and photos of their products, address the concerns of their customers, and target new customers. For these reasons, companies have signed up for Facebook, by creating their Facebook pages. This paper compares and contrasts the Facebook pages of Target and Wal-Mart Companies. Walmart is the world’s largest retailer, which operates 10 773 stores across the globe. With over 2.2 million employees, including full time and part time employees, Walmart ranks as the biggest employer. In addition, this company is known for its low pricing and wide selection of products. The sales of Walmart are known to increase each fiscal year . Walmart utilizes different communication strategies, including television, radio, internet, and direct mail. The main message Walmart passes to customers is the value they will have, if they shopped in Walmart stores Graf (n.d). With regard to internet, Walmart utilizes social media, as a communication tool with customers. ... The high number of likes for this company page shows the level of popularity of the company. On the other hand, Target, which is also headquartered in the U.S.A, specializes in consumer goods and consumer services. This company, unlike Walmart, primarily serves the U.S.A market, and has 1 763 stores. Target puts emphasis on merchandise style and the store design, unlike Walmart, which emphasizes on low prices Graf (n.d). However, like Walmart, Target also utilizes social media as a communication strategy. This company too has a Facebook page, which it uses to reach out to its customers. However, there are major differences in the ways Target and Walmart uses Facebook as their communication strategy. One of the main differences between the Facebook page of Walmart and Target lies in the number of followers. For Walmart, there are more than 30 million followers. On the other hand, Target has a close to 22 million followers. Therefore, this means that Walmart is more popular among the F acebook community, as compared to Target. On WalMart’s Facebook page, different products are advertised. Additionally, customers post about their concerns and different issues, which they need to be addressed. These posts then receive response from the administration of the page, as well as other fans of the page. In addition, various events, promotions, and competitions by the company are posted on the page to make customers aware of them. On the other hand, Target also uses its Facebook page to advertise its products, promotions, and events, as well as customer concerns. Walmart has developed different Facebook pages for its different stores. This way, it is easier to address the concerns of customers of a specific store. In addition, unlike Target, Walmart has developed strict

Reasearch Methods r Essay Example | Topics and Well Written Essays - 1250 words

Reasearch Methods r - Essay Example For questionnaires to result in the collection of accurate, large volumes of data, planning and developing an effective questionnaire is very essential. The survey carried out for the research project in hand may turn out to be useless if sufficient time and thought are not spent in questionnaire construction. Mistakes such as irrelevant questions, wrong wording of questions, bad format, biased questions etc. can destroy the purpose to be accomplished. Therefore, whenever we are using questionnaires as a method to collect data for our research projects, we must ensure that we have developed an effective questionnaire that meets all the needs of our project and would ultimately result in the gathering of all intended information we seek to obtain. Only then can we proceed ahead with the distribution of the questionnaires and finally the tabulation and reporting of results. Developing a good questionnaire is not an easy task and requires significant skills. A specific procedure is to be followed when developing one. Before you start with anything, you first need to determine exactly what problem or need you are trying to address through this research project and how it will be done using the information obtained from the questionnaires This will help you develop relevant questions that in turn help you to obtain accurate information. Then you need to determine your audience, i.e., from whom you need to obtain the required data and also How If your audience is very large, it is better to first give out the questionnaires to a smaller randomly selected group to ensure that the questionnaire is achieving the purpose for which it is developed. Next, you need to decide on the format of your questionnaire. Would you use a free format or a fixed format questionnaire These types are discussed in the later section. Usually, a combination of these two is used. H aving decided upon the format, the next task is to write the questions. As you write them, check them for any construction errors. Also ensure that they are properly worded and do not result in any misinterpretations on the respondents part. The questions should also be free of any personal bias. It is also important to identify yourself at the beginning. Moreover, questions framed should arouse the respondents' interest. Care should also be taken to ensure that you slowly move from general to more specific questions. Specific questions should not be asked directly. If any mistakes are found, edit the questions. Types of Questionnaires: Questionnaires can broadly be classified into fixed format and free format questionnaires. A fixed format questionnaire is one that contains questions that require the respondent to only select from the choices already provided. In other words, it provides little freedom to the respondent and uses closed ended questions. In contrast, a free format questionnaire provides a lot of latitude to the respondent by allowing the respondent to write the answer in his own words rather than merely selecting it. It makes use of open ended questions. Types of Questions: As mentioned above, there are two main types of questions: closed ended or open ended.2 Closed ended questions are those that restrict the user by providing him with options to choose from. Example: Do you smoke Yes No In contrast, open ended questi

Simon Armitage And Carol Ann Duffy English Literature Essay

Simon Armitage And Carol Ann Duffy English Literature Essay This paper will deal about the Poetry of the Twentieth Century. Especially it deals about Simon Armitage and Carol Ann Duffy. The first part deals about their biographies. The second part talks about the setting of their works, a description of the era when they start working and descriptions of the main aspects of those years. In the third part of this paper there is an analysis of the style that they used in their works. Then there is an analysis of some of their poems. And in the last part as a conclusion you can find my opinions about the topic. Biographies: In this section the biography of the two of them are presented. First there is the biography of Simon Armitage and then the biography of Carol Ann Duffy. Simon Armitage: Simon Armitage was born in 1963. He was born in the village of Marsden and nowadays he lives in West Yorkshire, in England. He is a graduate in Geography at Portsmouth University and also he studied social work in the University of Manchester. In this university he also made his thesis that talked about the effects of the violence in television. He had a job as Probation Officer in the Greater Manchester until 1994. After he published his mayor works he published some limited edition pamphlets. In these pamphlets we can find, for example: Human Geography, The Distance Between Stars, The Walking Horses, Around Robinson, and Suitcase, etc. Simon Armitage was a teacher in the University of Leeds and in the University of Lowas Writers Workshop. Nowadays he is a senior lecturer at Manchester Metropolitan University. And he is also an Artist in Residence at Londons South Bank. He is Vice President of the Poetry Society. Talking about his works, he had poems, novels, radio and television works, etc. Within his poetry works we can find: Zoom! (1989), Xanadu (1992), Kid (1992), Book of Matches (1993), The Dead Sea Poems (1995), Moon Country (1996), CloudCuckooLand (1997), Killing Time (1999), Selected Poems (2001), Travelling Songs (2002), The Universal Home Doctor (2002), Tyrannosaurus Rex Versus the Corduroy Kid (2006) and Seeing Stars (2010). He has two novels: the first of them was published in 2001 and its name is Little Green Man, the second novel is The White Stuff published in 2004. He has other type of works: he writes for radio, television and film, and he is also the author of four stage plays. Carol Ann Duffy Carol Ann Duffy was born in 1955, in Glasgow, Scotland. She had four brothers. She went to St. Austin Roman Catholic Primary School, St. Josephs Convent School and Stafford Girls High School. She attended to the University of Liverpool, where she studied Philosophy. She also had a work as a freelance writer in London. She has a daughter in common with her husband, the novelist Jackie Kay, whose name is Ella. Since 2002 she is a teacher of Creative Writing in the University of Manchester, where she lives nowadays. Her works can be divided into: adult poetry collections, books for children, anthologies and plays. Within her collections of adult poetry we can find: Standing Female Nude (1985), Selling Manhattan (1987), The Other Country (1990), Mean Time (1993), The Worlds Wife (1999); Feminine Gospels (2002), and Rapture (2005). Her poems for children are collected in New Collected Poems for  Children (2009).  She also has picture books for children as: Underwater Farmyard (2002), Doris the Giant (2004), Moon Zoo (2005),  The Tear Thief (2007), and The Princesss Blankets (2009). The anthologies that were edited by Carol Ann were: Out of Fashion (2004), Answering Back (2007), and To The Moon: An Anthology of Lunar Poems (2009). She wrote four plays: Take My Husband (1982), Cavern of Dreams (1984), Little Women, Big Boys (1986) and Loss (1986). Setting These two authors stated writing more or less at the same time, in the latest eighties. The life in the Eighties in Britain as Malcolm Bradbury (1994) said: it was a time of many reappraisals and restructurings, and of rising doubts, dark prophecies and apocalyptic feelings among a good many of its artist and intellectuals. In history terms, it can be said that some important facts occurred in these years. This summary starts one year after that the first work by Carol Ann Duffy was published. 1984: Strike of the Coal Miners. Trade Union Act. The British Telecom became private. 1985: Anglo-Irish Agreement: an agreement between the United Kingdom and the Republic of Ireland. 1986: Riots (disturbances) in Brixton or Lambeth. The London Stock Exchange was deregulated. Also in this year the British Gas became private. 1987: Single European Act (the revision of the Treaty of Rome, 1957). The British Airways were privatized. 1988: Alliance between the SDP and the liberal party. 1989: Opening of Berlin Wall. Release of Guildford-Four. Talking about the characteristics of the poetry in the Eighties and some special features of these two authors it can be said that: The poetry of nowadays present various ethnicities, cultures or nationalities. It moved from a nationalist poetry to a more international one. It also changes from a centralist, male and academic practice poetry to a cultural entertainment for all the people and multicultural one. Old themes change to religious, cultural, sexual and ideological pluralism. We can also find the concerns of minorities, sexual orientation, origin, gender or language. Randall Stevenson (2004: 212) said that: In Poet for Our Times (1990) Carol Ann Duffy defined headlines, in 1980s, as the poems of the decade- a bottom line of art sometimes used sensationally by her contemporaries to incorporate into poetry the immediate reality of the urban life The traditional language used in the United Kingdom turned into new ways of writing, for example, the use of dialects as Gaelic or new grammar rules. New lexical items and words like languages of ancient colonies of Britain or different slang words are included in the poems of the contemporary poetry. In the poetry of the late century we can find language disruption, formal adventure and challenges to conventional facts. New types of poetry appear: national poetry, womens poetry or multicultural poetry are common in this period. Womens poetry became more popular at the end of the 1970s. The topics of the womens poetry (Randall Stevenson, 2004: 222) are: day- to-day experience, and womens feelings about experiences [à ¢Ã¢â€š ¬Ã‚ ¦] work, friendship, family relationship, abortion, childbirth and sexual relationships- heterosexual and lesbian The black poetry became more popular because of the fact that black immigrants came to England and wrote their poems there. Poetry became a way of entertainment, it can be found in theatres, pubs or bars. It turns to an art only for few people to a popular art. This can be the consequence of the expansion of the publishing houses from London to many cities through England. The poetry of the late twentieth century and the twenty-first century it is more focused to be an international poetry. Style In this section the style of both authors is going to be analyzed. First of all there are features that are characteristic in both authors; this is because they belong to the same period. Then there are specific features of each of them. The used to write about issues that are relevant to todays society. They write about past experiences or characters of other lifestyles to explore them. Both of them give thoughts and feelings that we might experiences once or themes that are relevant to everybody. Talking about the structure and the style of the poems it can be said that: They have different types of poems with different structures as: narrative poems, sonnets, structured verse or free verse. Within the style, and specifically language, we can find that they use a colloquial language, but within this simple language there are complex ideas. Some examples of languages techniques that they used are: alliteration, onomatopoeia, repetition, etc. The language that they used is crucial for people to understand their works. Simon Armitage Additionally to the common characteristics, Simon Armitage has more specific characteristics. He belongs to the New Generation and as Randall Stevenson (2004: 229) quote from the Penguin Book of the Contemporary British Poetry (1982) they are distinguished by accessibility, democracy and responsiveness and by reaffirmation of the arts significance as public utterance (p.16). Armitages poems make an exploration of relationships and the impact that they have on the life of people. In his poems we can find references about North England or Yorkshire dialect. His works must be interpreted on a personal level by the reader. Ian Hamilton (1992 :16) Armitages poems are both firmly grounded in place and wide in their imaginative, emotional and technical range, moving easily between anecdote, larger narrative, art and politics Carol Ann Duffy Duffys poems reflect depressed or disturbed members of society. These characters are resent with the world in which they live. Her themes are children, women, love, etc; and she uses the point of view of a persona. These personae that she creates are usually isolated people who feel shut out from society. Although she is a woman she doesnt use the typical features of womens writing. She is less innovative than her male contemporaries and use oddly paratactic rhythms Ian Hamilton (1992: 137) says that: [] Duffy aims her poetic fire at obvious victims, easy targets, but her best work combines lyric intensity with plain-speaking Analysis. In this section you can find three poems of each author and their analysis. First you can find the poems by Simon Armitage and then the poems by Carol Ann Duffy. November (by Simon Armitage) We walk to the ward from the badly parked car with your grandma taking four short steps to our two We have brought her here to die and we know it. You check her towel, soap and family trinkets, pare her nails. Parcel her in the rough blankets and she sinks down into her incontinence. It is time John. In their pasty bloodless smiles, in their slack breasts, their stunned brains and their baldness, and in us John: we are almost these monsters Youre shattered. You give me the keys and I drive through the twilight zone, past the famous station to your house, to numb ourselves with alcohol. Inside, we feel the terror of the dusk begin. Outside we watch the evening, failing again, and we let it happen. We can say nothing. Sometimes the sun spangles and we feel alive One thing we have to get, John, is out of this life. Form: The poem is divided in five three lines stanzas and in the last part of the poem there is a couplet which give the impression that the poem is not finished or that have a sudden end. The eleven lines have a regular rhythm. Symbols: In my opinion the title of the poem, November has a symbolic meaning. I think that because it is the penultimate it can refers to the end of the year and maybe to the end of the life, maybe it refers to the third age, when people are older. Also the night can have the same meaning as the title. In the third stanza we can find that Armitage describes the old people as if they were monsters. In the last part of the poem the poet dont end the poem with a conclusion maybe he want the readers to reflect about the poem and the topic that it deals about, or he wants to represent the surprise of death. Language: The poem is narrated in first person but with a reference to a person called John. Simon Armitage use words that include the reader in the poem and present a situation that we all will face someday. He uses pronouns as we, you, her or their, and that could have the function of include the reader in the poem. Themes: The themes of this poem are the relationship with the family and also the inevitable passing of time. Kid (by Simon Armitage) Batman, big shot, when you gave the order to grow up, then let me loose to wander leeward, freely through the wild blue yonder as you liked to say, or ditched me, rather in the gutter . . . well, I turned the corner. Now Ive scotched that he was like a father to me rumour, sacked it, blown the cover on that he was like an elder brother story, let the cat out on that caper with the married woman, how you took her downtown on expenses in the motor. Holy robin-redbreast-nest-egg-shocker! Holy roll-me-over-in-the-clover, Im not playing ball boy any longer Batman, now Ive doffed that off-the-shoulder Sherwood-Forest-green and scarlet number for a pair of jeans and crew neck jumper; now Im taller, harder, stronger, older. Batman, it makes a marvellous picture; you without a shadow, stewing over chicken giblets in the pressure cooker, next to nothing in the walk-in larder, punching the palm of your hand all winter, you baby, now Im a real boy wonder. Poems background: In this poem Armitage talks about Batman, that is a comic hero who was popular in TV and films. The poem shows a battle of Batman and his criminal of Gotham City. Form: The poem has a ten syllable lines and all of them end with the sound -er. The language used can remember the language of television shows and also it has some sense of humor. Symbols: The symbol that I find in the poem is that Armitage make a joke about Batman and I think that this means that super heroes are not perfect and also have their bad days, or maybe that super heroes dont exist. Language: The language in the poem is idiomatic and also it has expressions of Batman. This type of language is sometimes used to reflect a ridiculous expression. Themes: In my opinion the main theme of the poem is the growing and the independence. The other theme that I found is that our imagination or our perfect believes are not true. When we are kids we think that the super heroes exist but then when we grow up we realized that it wasnt true. He also do humorous commentaries about famous people. Homecoming (by Simon Armitage) Think, two things on their own and both at once. The first, that exercise in trust, where those in front stand with their rams spread wide and free-fall backwards, blind and those behind take all the weight. The second, one canary-yellow cotton jacket on a cloakroom floor, uncoupled from its hook, becoming scuffed and blackened underfoot. Back home the very model of a model of a mother, yours, puts two and two together, makes a proper fist of it and points the finger. Temper, temper. Question in the house. You seeing red. Blue murder. Bed. Then midnight when you slip the latch and sneak no further than the call-box at the corner of the street; Im waiting by the phone, although it doesnt ring because its sixteen years or so before well meet. Retrace that walk towards the garden gate; in silhouette a father figure waits there, wants to set things straight. These ribs are pleats or seams. These arms are sleeves. These fingertips are buttons, or these hands can fold into a clasp, or else these fingers make a zip or buckle, you say which. Step backwards into it and try the same canary-yellow cotton jacket, there like this, for size again. It still fits. Form: The structure of this poem is simple and regular but in my opinion is difficult to understand. It is divided in four stanzas of different lengths but almost all have the same rhythm. Symbols: Maybe the yellow jacket can represent the past and how easy is to remember it. Also it can mean that the past is always in our mind or that it is easy to have in mind our past memories. Language: The language that Armitage uses is easy, simple and familiar, and sometimes idiomatic. It also has a change of time there is a change between the past and the present for example in stanza three. He also use poetry features as alliteration, assonance or different types of rhythm Themes: In this poem is more difficult to understand the theme that Armitage talks about. There is not a clear message. The theme that I find is the concept of time and memory. The poem shows how someone remembers his/her past, and in the last part of the poem brings it to their present life with the example of the jacket. Other theme that could be found in this poem is the relationships between family and how a new life can change them. Havisham (by Carol Ann Duffy) Beloved sweetheart bastard. Not a day since then I havent wished him dead. Prayed for it so hard Ive dark green pebbles for eyes, ropes on the back of my hands I could strangle with. Spinster. I stink and remember. Whole days in bed cawing Nooooo at the wall; the dress yellowing, trembling if I open the wardrobe; the slewed mirror, full length , her, myself, who did this to me? Puce curses that are sounds not words. Some nights better, the lost body over me, my fluent tongue in its mouth in its ear then down till I suddenly bite awake. Loves hate behind a white veil; a red balloon bursting in my face. Bang. I stabbed at a wedding-cake. Give me a male corpse for a long slow honeymoon. Dont think its only the heart that b-b-b-breaks. Form: The poem is divided in four stanzas with four lines each of them. The poem doesnt have a rhyme or a regular metre. Symbol: The colors are important symbols in this poem, for example, the white reflects the wedding dress or the red the betrayal. As I said before the poem hasnt a regular metre and it can be related to the instability of the personality of the character. Language: Carol Ann Duffy writes in first person. She uses questions and exclamations and gives diversity to the lines. In the poem we can also find alliteration, for example in the last line of the poem the B. The first lines are written to make an emphasis on her frustration and also her anger. Themes: The poem talks about the betrayal or jealousy and also the damage that this can make in a relationship. The protagonist, Miss Havisham, get insane because of the betrayal. All the feelings and thoughts of Miss Havisham are presented in the poem. Anne Hathaway (by Carol Ann Duffy) Item I gyve unto my wife my second best bedà ¢Ã¢â€š ¬Ã‚ ¦ (from Shakespeares will) The bed we loved in was a spinning world of forests, castles, torchlight, clifftops, seas where he would dive for pearls. My lovers words were shooting stars which fell to earth as kisses on these lips; my body now a softer rhyme to his, now echo, assonance; his touch a verb dancing in the centre of a noun. Some nights, I dreamed hed written me, the bed a page beneath his writers hands. Romance and drama played by touch, by scent, by taste. In the other bed, the best, our guests dozed on, dribbling their prose. My living laughing love I hold him in the casket of my widows head as he held me upon that next bed. Background to the poem: The title of this poem refers to the wife of Shakespeare. Form: The poem is a rhyming sonnet which has fourteen lines. In my opinion she tried to follow the poem with other ending or other explanation. Symbols: Carol Ann Duffy try to rewrite a sonnet by Shakespeare but in the way his wife would do it, so she doesnt follow the rules of Shakespeares works, maybe because she wants to refer that Anne Hatheway wasnt as good as him writing poems. Language: The language that Carol Ann Duffy uses is related to things about Shakespeare. It is written in first person and with the voice of a woman. She uses different literary resources as alliteration (in line twelve) or metaphor in line fifteen, that means that she keep him in her thoughts. Themes and links: The poem is a sonnet that talks about love (sonnets normally do so) and the absence of someone that she loved, in this case Shakespeare. It is related with Shakespeares Sonnet 130 We Remember Your Childhood Well (by Carol Ann Duffy) Nobody hurt you. Nobody turned off the light and argued with somebody else all night. The bad man on the moors was only a movie you saw. Nobody locked the door. Your questions were answered fully. No. That didnt occur. You couldnt sing anyway, cared less. The moments a blur, a Film Fun laughing itself to death in the coal fire. Anyones guess. Nobody forced you. You wanted to go that day. Begged. You chose the dress. Here are the pictures, look at you. Look at us all, smiling and waving, younger. The whole thing is inside your head. What you recall are impressions; we have the facts. We called the tune. The secret police of your childhood were older and wiser than you, bigger than you. Call back the sound of their voices. Boom. Boom. Boom. Nobody sent you away. That was an extra holiday, with people you seemed to like. They were firm, there was nothing to fear. There was none but yourself to blame if it ended in tears. What does it matter now? No, no, nobody left the skidmarks of sin on your soul and laid you wide open for Hell. You were loved. Always. We did what was best. We remember your childhood well. Form: The structure of this poem is six stanzas with three lines each of them. It has rhyme and half rhyme. In the structure I have found that the title is repeated at the end of the poem like an ending of the theme. Symbols: I think that the repetition of the title in the last line of the poem is like an ending of the memory, maybe like if the person doesnt want to remember it anymore. Language: It is a simple language and sometimes repetitive. The negative form is compressed. The language that she uses (you, yourself, etc) makes me think of it as a unilateral conversation, there is no one in the other side. Themes: It talks about the abuses in the relationship of an adult and a child and how the memories can be remember in different ways and they are not always true. Conclusion In this part of the paper Im going to give a brief conclusion about the authors but mainly about the poems and their style. As you can see this two authors are late authors of the twenty century so they are closed to our society because they live in our society (both of them are still alive and with not too many years). Thanks to this fact I think that the poems that they wrote are related more or less with our nowadays society, for example, the last poem by Carol Ann Duffy refers to a theme that unfortunately is occurring nowadays, the children abuse. Talking about their style and the way that they write I can say that the vast majority of their poems are easy to read because they have a simple language and also because they are related to topics that are known for all of us. I think that the majority of their poems are quite simple and what we read is what the author wants to say. Bibliographical references Books: Stevenson, R. The Oxford English Literary History. Volume 12: 1960-2000: The last of England? Oxford University Press, United States, 2006 Hamilton, I. The Oxford Companion to Twentieth-century Poetry in English. Oxford University Press, United States, 1996. Bradbury, M. The modern British novel. Penguin Books, London, 1994 Medina Casado, C. Poetas ingleses del siglo XX. Sà ­ntesis, Madrid, 2007 Electronic sources: Contemporary Writers British Council. Carol Ann Duffy (20 November, 2010): http://www.contemporarywriters.com/authors/?p=auth104 Contemporary Writers British Council. Simon Armitage. (20 November, 2010): http://www.contemporarywriters.com/authors/?p=auth165 Simon Armitages Website (20 November, 2010): Home

Censorship of David Wojnarowicz, Robert Mapplethorpe, and Francisco Goy

The Censorship of David Wojnarowicz, Robert Mapplethorpe, and Francisco Goya Censorship is usually considered â€Å"official† censorship because it is action taken by governmental institutions such as government committees, or universities, to limit the view of a specific artwork or a group of works by the public. However, these concrete official actions taken to limit public view of specific artwork are only the results of the abstract â€Å"censoring attitudes† of individuals or groups of individuals, encouraging the actions. Censoring attitudes can arise from feelings of race or gender discrimination, discrimination against the gay community, fear of taboos and controversially issues, and assumed moral or Christian authority. It is these attitudes that are the basis of censorship, not necessarily the artist’s intentions of their artwork, because each individual viewer of the artist’s specific piece will unconsciously project his/her own anxieties and fears into the artist’s artwork. What drives the individual to c ensor the artist’s work is the product of their attitudes being reflected in the subject matter of the artwork, and the result of censorship is keeping the artist’s work from being exposed or even from being created. A mutually supportive relationship between artists and society would be the ideal under the First Amendment of the United States Constitution. Our society would recognize and support an expanded role for artists. Free and diverse artistic expressions are vital for challenging people to rethink their assumptions and for educating people about past and present issues. We should oppose censorship in the arts, and encourage individual and social expression by artists. Only by supporting the voice... ... money, and of course the committee voted to pass the amendment. The result of the committee was the â€Å"Miller test† that labeled art as obscene when â€Å"the work, taken as a whole, lacks serious literary, artistic, political, or scientific value† (378). But according to whose values? If the jury’s values differ from that of the artist, who defiantly considers his work serious, the artist expression is limited. Another example was the criticism made by Dr. Judith Reisman who disagreed that Mapplethorpe’s photographs were art because they â€Å"failed to express human emotion† because of the sexual images(379). But this statement also requires the question, by whose values? Maybe they do not show human emotion to her because she believes only traditional â€Å"beautiful† things can invoke emotion, but they may invoke emotions in other viewers, which is the artist's purpose. Censorship of David Wojnarowicz, Robert Mapplethorpe, and Francisco Goy The Censorship of David Wojnarowicz, Robert Mapplethorpe, and Francisco Goya Censorship is usually considered â€Å"official† censorship because it is action taken by governmental institutions such as government committees, or universities, to limit the view of a specific artwork or a group of works by the public. However, these concrete official actions taken to limit public view of specific artwork are only the results of the abstract â€Å"censoring attitudes† of individuals or groups of individuals, encouraging the actions. Censoring attitudes can arise from feelings of race or gender discrimination, discrimination against the gay community, fear of taboos and controversially issues, and assumed moral or Christian authority. It is these attitudes that are the basis of censorship, not necessarily the artist’s intentions of their artwork, because each individual viewer of the artist’s specific piece will unconsciously project his/her own anxieties and fears into the artist’s artwork. What drives the individual to c ensor the artist’s work is the product of their attitudes being reflected in the subject matter of the artwork, and the result of censorship is keeping the artist’s work from being exposed or even from being created. A mutually supportive relationship between artists and society would be the ideal under the First Amendment of the United States Constitution. Our society would recognize and support an expanded role for artists. Free and diverse artistic expressions are vital for challenging people to rethink their assumptions and for educating people about past and present issues. We should oppose censorship in the arts, and encourage individual and social expression by artists. Only by supporting the voice... ... money, and of course the committee voted to pass the amendment. The result of the committee was the â€Å"Miller test† that labeled art as obscene when â€Å"the work, taken as a whole, lacks serious literary, artistic, political, or scientific value† (378). But according to whose values? If the jury’s values differ from that of the artist, who defiantly considers his work serious, the artist expression is limited. Another example was the criticism made by Dr. Judith Reisman who disagreed that Mapplethorpe’s photographs were art because they â€Å"failed to express human emotion† because of the sexual images(379). But this statement also requires the question, by whose values? Maybe they do not show human emotion to her because she believes only traditional â€Å"beautiful† things can invoke emotion, but they may invoke emotions in other viewers, which is the artist's purpose.

Use Of Web Technologies In Education Education Essay

The purpose of this essay is to research the possible usage of web 2.0 engineerings as a larning tool in higher instruction, to set up what schemes should be used to maximise the possible benefits of web 2.0.I will analyze some instances to analyse the web 2.0 schemes which have been taken in instruction and acquisition. In peculiar, I will turn to the strategic deductions of web 2.0 engineerings in back uping pupil acquisition.IntroductionThe nature of instruction and acquisition has ever been linked with the nature of the engineering used in any historical period. In the age of orality or pre authorship, instruction was preponderantly unwritten and address was the lone manner of communicating. As people moved from orality to composing civilization, their thought created civilizations with alone features that were different from orality civilization ( Ong 1982 ) .In the age of print civilization, cognition was obtained and disseminated easy utilizing engineering. The handiness of in formation in the print civilization has led to progresss in topics such as scientific discipline as bookmans were able to portion their information.The technological developments of the industrial revolution besides changed the creative activity and airing of cognition as instructors used the printed stuffs and text editions to reassign cognition and information to a group of scholars. Ong ( 1982 ) separate the primary unwritten civilization ( public communicating and speaking ) from ‘secondary ‘ orality civilization which developed by communicating media such as Radio which accentnate sound. The secondary orality includes elements from both the authorship and the orality civilization. He states that secondary orality civilization are empathic, foster a strong sense of rank in a group, and unite people in groups whereas composing promotes distance between readers and writers. Therefore, secondary orality is a societal manner of understanding the sentiments of others thro ugh duologue and edifice relationships which are different from print civilization which isolates people. A theoretical account of secondary orality can be presented in instruction and larning utilizing web 2.0 tools.This provides chance to incorporate some facets of authorship and unwritten features utilizing web 2.0 technologies.Web 2.0 engineerings have many features of secondary orality which includes the treatments about the subjects of concerns which are close to the human life and through duologue and interactions pupils and instructors are able to portion their sentiments.For illustration, Downes ( 2004 ) implemented web 2.0 schemes to advance communicating and sharing cognition among pupils. He integrated some facets of authorship and unwritten features in his instruction through web logs and supply chances for pupils to non merely use information but besides create and portion content. First, he created a web log to print information and supply resources for pupils which a re similar to textbooks that have authorization and ownership on printing information ( composing and print civilization ) . Second, he besides used web logs to supply the chance for pupils to discourse about specific subjects and range to collective understanding which is similar to secondary orality civilization in which pupils were able to prosecute in conversation and portion their sentiments. Web 2.0 has the possible to integrate some facets of authorship and orality activities in order to heighten acquisition and instruction However, despite many benefits of web 2.0 in instruction, a figure of surveies provide grounds in which instructors failed to ease active interaction among pupils ( eg Lankshear & A ; Knobel,2003 ) . Therefore, it appears apprehensible that successful usage of web 2.0 engineerings require schemes in order to take advantages of these tools.Potential benefits of web 2.0 engineeringsMcClintock ( 1992, p42 ) argues that the print system has dominated instructi on for the past five centuries and the physical nature of books ‘necessarily influences the manner that pedagogues organise education'.Ong ( 1982 ) states that although the instruction has been deeply affected by print civilization but the coming of electronic communicating that introduce a secondary orality have a profound on instruction. Similarly, McLuhan ( 1957 ) argues that the development of communicating tools would transform formal instruction. However, such anticipations about the transmutation potency of engineering have failed to come true. Cuban ( 1993 ) argues that many educational claims were made for each new engineering and later each claim was disproved by new developments. Cuban states that the engineering has been ignored by many instructors despite extended investing in engineering. Furthermore, he provides two grounds why engineering has non changed the instruction. Firse, cultural beliefs sing instruction and acquisition, 2nd, the print paradigm of the 19 th century has shaped the instruction. However, despite important investings in ICT in instruction in last 10 old ages, it had a small impact in educational patterns. This was in portion due to confusion about why we want to utilize ICT, and what we want to accomplish, and how we want to utilize ICT with respect to limitations exists in instruction. As Cloke ( 2001, p8 ) states †teachers are being encouraged to learn old cognition with new engineerings † . However, implementing web 2.0 engineerings require schemes in order to advance instruction and acquisition. Richardson ( 2004 ) implemented web 2.0 schemes in his instruction and acquisition to promote pupils to prosecute in an on-line treatment utilizing web log engineering. He besides provided existent activities in order to advance sharing cognition among pupils and teachers.He invited the parents and writers to portion and take part in the treatment of ‘The Secret Life of Bees ‘ . He found that web logs enable pupils to prosecute in conversat ion, think more critically, reflect on their acquisition and construct their relationships with equals and instructors ( Richardson, 2006 ) . Richardson besides found that web logs helped loath pupils to portion their sentiments in category, and integrated in the acquisition community. Therefore, to advancing communicating and sharing cognition among pupils, instructors need to implement schemes in order to promote pupils to take part in collaborative activities.Lifelong acquisition and web 2.0 engineeringThe possible benefits of web 2.0 engineerings lie in their capacity to ease coaction, connect instructors, pupils, and experts together to portion their cognition. The European committee ( 2006 ) supply a set of grounds for utilizing information engineering in instruction in a manner that encourage usage of web 2.0 engineerings. They province that the universities need to portion excellence in research and instruction and supply sufficient entree to resources. Web 2.0 engineerings provide the chance for pedagogues to work collaboratively careless of geographical boundaries and supply entree to a huge scope of resources which support life long larning. It besides allows users to work collaboratively and portion their cognition. There is a important accent on educational policy in back uping womb-to-tomb acquisition. Brophy, Craven and fisher ( 1998 ) specify the construct of womb-to-tomb acquisition as follows â€Å" life long acquisition is a deliberate, patterned advance throughout the life of an person, where the initial acquisition of cognition and accomplishments is reviewed and upgraded continuously, to run into challenges set by an of all time altering society † ( p.1 ) . It is hence clear that life long learning requires the development of cognition, accomplishments, and values throughout our life. These accomplishments and competences can be achieved through coaction and sharing our experiences and cognition. Delors ( 1996 ) identified â€Å" four pillars of womb-to-tomb acquisition: acquisition to cognize, larning to make, larning to populate together, and larning to be â€Å" ( p.37 ) . He emphasises on larning to populate together as the foundation of instruction and discourse that by working together we can understand the sentiments of others and portion our jobs and involvements, develop our communicating, societal accomplishments, and critical thought and take the personal duty for our ends and larning. To advance life long acquisition, pupils, and instructors need to hold sufficient and easy entree to resources, being collaborative and being able to build and portion their cognition. Wanger ( 2004 ) argues that there are a demand for cognition creative activity and sharing through duologue with inquiries and replies. Furthermore, he distinguishes between demands of cognition users and cognition Godheads. He demonstrates that in building cognition, users need to happen relevant information, obtain the cognition, a nd happen good quality of the beginnings. In footings of demands of cognition Godheads. He states that new cognition should be created, collected and disseminated as rapidly possible to work out jobs because cognition alteration quickly. Therefore, web 2.0 have the capacity to make, gaining control and portion our cognition. Will Richardson ( 2006, weblog ) writes: â€Å" The good intelligence for all of us is that today, anyone can go a womb-to-tomb scholar. ( Yes, even you. ) These engineerings are user friendly in a manner that engineerings have non been in the yesteryear. You can be up and blogging in proceedingss, redacting wikis in seconds, doing podcasts in, well, less clip than you ‘d believe. It ‘s non hard at all to be an active subscriber in this society of writing we are constructing†¦ â€Å" ( n.p ) .These surveies indicate that web 2.0 engineering provide chance for people to be womb-to-tomb scholars and maintain up to day of the month with developme nts in subjects of their involvements. In peculiar, web 2.0 tools can back up larning and professional development in a life long learning by offering entree to a huge assortment of larning content that can supplement initial preparation. Learning is non merely about utilizing new tools to entree information and sharing our cognition, it is besides about utilizing the engineering to develop our acquisition and work out jobs. However, the chief challenge for instruction is non engineering ; it is our cultural and pedagogical beliefs. The chief biggest challenges in utilizing web 2.0 engineering harmonizing to Becta ‘s web 2.0 researches ( 2008 ) is how to promote pupils to prosecute actively in making and sharing cognition. The undermentioned subdivision provides an overview on web 2.0 schemes which have been taken at universities to ease acquisition.Case surveies and Web 2.0 schemesFranklin and Harmelen ( 2007 ) look into the usage of a scope of societal package tools in highe r instruction analyzing the schemes which have been taken in implementing web 2.0 at four UK universities: Warwick, Leeds, Brighton, and Edinburgh.They besides identified several jobs and issues associated with implementing web 2.0 engineerings. The University of Brigton implemented web 2.0 schemes to advance societal and community webs among pupils and instructors. One of the chief findings was that part of professionals to larning and learning were slow. They besides found that there were some inappropriate stations among pupils which have been disappeared due to peer force per unit area. The University of Edinburgh implemented web 2.0 schemes such as â€Å" utilizing web logs and RSS provenders alternatively of newssheets, utilizing societal bookmarking to ease the direction of class cubic decimeter reading lists in a collaborative manner and supplying podcasts as portion of support stuffs â€Å" ( p.12 ) .The university high spots the importance of run intoing demands of pupils instead than choosing best tools. The Warwick University besides implemented web log engineering to heighten instruction and acquisition. One of the chief findings was that web logs have positively changed societal interaction among pupils and staff but instructors were a spot slow on incorporating the tools into their instruction. Some pupils used web log for societal activities and other pupils used web logs for â€Å" academic authorship such as book reviews â€Å" ( P.9 ) .John Dale, Head of IT service in Warwick ‘s university in Guardian article ( 2005 ) states that the intent for implementing web 2.0 tools were ‘self printing for all ‘ . Furthermore, John states that we need to be †open head about web logs.There is tonss of other ways of back uping contemplation and personal development, or community and coaction † ( n.p ) . Therefore, instructors ‘ motive and pedagogical beliefs about the demands of pupils may act upon the manner they choose and design the content. A figur e of surveies have shown that the successful execution of educational engineerings depends on the attitudes of pedagogues, who make up one's mind how to utilize engineering in their schoolroom. Downes ( 2005 ) as cited in Franklin & A ; Harmelen ( 2007 ) states that â€Å" acquisition is characterised non merely by greater liberty for the scholar, but besides a greater accent on active acquisition with creative activity, communicating and engagement playing cardinal functions, and on altering functions for the instructor, so even a prostration of the differentiation between instructors and pupil together † . Therefore, instructors have of import function to supply picks that allow pupils develop their ain involvements. The University of Leeds implemented web 2.0 schemes to in promote instruction and larning.They provide developing Sessionss and workshops for back uping pupils and instructors. This scheme helped instructors to concentrate more on new ways of instruction and presenting information to pupils. It besides helped pupils to go familar with web 2.0 functionality before get downing the class. In a degree class at the section of classics at the University of Leeds, Green ( 2009 ) used the wiki engineering in his ancient Roman faith faculty to affect pupils in the creative activity of the stuffs they study in the schoolroom, and go more active participants in their group undertaking. He was positive about utilizing the wiki in-group undertaking and identified several benefits of utilizing the wiki. These benefits include: edifice a acquisition community ; constructing a deeper apprehension of the class, flexibleness in footings of location in which everyone can work at any clip and any topographic point and easy to put up and run the collaborative undertaking. Of the possible advantages listed supra, the coach considers measuring the single part of pupil in-group undertaking as a job in his faculty. Another job was that the member of the groups had entree to their ain site, and they did non lend to the work of other groups. The coach besides was concerned about plagiarism i n which leting pupils to reexamine the work of other groups may be alluring pupils to take the thoughts of other groups, peculiarly for the Roman Religion undertaking where there was no secondary literature. Web 2.0 engineering demand a alteration in our attitudes toward the content, authorization of beginning and making materials.Web 2.0 engineering is a tool that aid scholars express their thoughts, analyze information, think critically and through these procedure pupils are able to acknowledge undependable information..Web 2.0 provide chance for pupils to portion their sentiments and do determination together about the credibleness of information and right of first publication stuffs.On the other manus, some argue that there is no cardinal editor in printing content in web logs and wikis and therefore they can non be considered believable because it published by people which there are no control over contents ( eg Bolous, 2006 ) .The function of instructors in web 2.0 engineeringAugar, N.Raitman, R.Zhou, W ( 2004 ) investigated the ways in which societal package applications used in Deakin University, Australia. The Deakin University adopted the successful iceboat exercising to the wi ki engineering to ease communicating and coaction among pupils every bit good as aid pupils to acquire used to the web 2.0 engineering before the collaborative authorship undertakings start. The consequences of a study by Deakin University in 2003 shows that the deficiency of interaction with equals and teachers were the chief jobs in larning online. Therefore, the university implemented web 2.0 schemes to develop societal interaction and collaborative accomplishments among ICT pupils. Augar et Al ( 2004 ) reported that the pupils participated in an iceboat activity and introduced themselves to one another by posting their inquiries and replies. Students shared their thoughts with other groups through duologue with inquiries and reply. The benefits of iceboat activity harmonizing to Augar achieved through the engagement in and usage of wikis.The benefits included interaction and facilitation of communicating with equals and doing the work easily. As discussed by Augar et Al ( 2004 ) , the pupils were more interested in inquiries related to the linguistic communication and the cultural background of one another and from this sharing experience, pupils were able to do new friends. Based on the earlier work of Freire on critical teaching method, Shor ( 1993 ) province that instructors need to `pose jobs derived from pupil life, societal issues, and academic topics, in a reciprocally created dialogueaˆÂ ¦inviting pupils to believe critically about capable matteraˆÂ ¦ the acquisition procedure itself, and their society` ( p.25 ) Therefore, the type of activity is of import to prosecute pupils to join forces with one another. As Bower and Woo ( 2006 ) found, there is a correlativity between the types of activities with collaborative acquisition. Forte and Bruckman ‘s ( 2006 ) findings confirm Bower ‘s research by showing that reliable undertakings are of import in prosecuting pupils to work collaboratively and lend to the work of their peers.Therefore, instructors have of import function to plan activities that encourage coaction and experimentation. The coachs besides took several schemes to guarantee security of the wiki content. First, they set simple usage guidelines within posting page and every times pupils made a station on the wiki, the guidelines appeared on their page. Second, they monitored the wiki entree and redacting content to forestall pupils from posting knowing abuse and omission. The coachs use the wiki engineering for posting stuffs and information and leave messages to assist pupils to read and portion their thoughts. This attack helps to make full the spread of larning between pupils by supplying on-line resources and information. Students need equal information for sharing and edifice cognition ( Wanger 2004 ) . Coachs besides presented themselves socially into group of pupils through posting their images on the wiki sites.This scheme helped pupils to add their image to user page and go more motivated to take part in utilizing wiki technology.The nature of wikis besides provide chance for coachs to supervise how frequently participants see a wiki system, whether they read the information and whether they are lending on a peculiar topic.They besides introduce the regulations for making and redacting content and coaction. Harmonizing to, Johnson and Smith ( 1991 ) , the coachs have of import function in making the class conditions, set uping an online community and engage pupils to be active participants. It is of import that instructors set regulations for illustration, pupil must post their thoughts on the group before the group begin work on a collaborative activity. Johnson farther province that coachs need to supply equal resources and monitor coaction among pupils and give remarks in ord er to steer students.They besides province that quality such as feedback and trust are of import in collaborative activities and promoting pupils to take part. Teachers need schemes to assist scholars to pass on and prosecute more efficaciously with their equals. For illustration instructors need to keep effectual relationships with pupils to prosecute them in coaction and making content. They besides need to affect in treatments with pupils. One of the indispensable function of instructors in the 21 century is to fix scholars to take part in socially organised activities.The function of instructors is of import in order to promote pupils to reflect on their ain and their equals by inquiring inquiries that seek grounds and grounds. Teachers besides need to measure and supervise single pupils and supply feedback to them. Web 2.0 requires new schemes for measuring collaborative acquisition. Teachers besides need to offer pupil a credit/ class for their part. This may assist pupils to take part and besides curtail the possibility of one individual making all the work on the group. These schemes are of import because some pupils may make non desire to portion their work with others.Raman and Ryan ( 2005 ) states that a scaling policy is of import when utilizing engineering to make cognition and promote pupils to take part. Therefore, web 2.0 engineering requires new schemes for measuring pupils. Using web 2.0 besides require a alteration in function of instructors from authorization to steer and ease acquisition. Teachers need to travel from the conventional instruction methods to methods that engage pupils in activities that create new cognition. The function of pupils have to alter from being a inactive dependant scholar to an active and independent scholar. With the web 2.0 engineering, pupils need to be active in making and sharing content with collaborative accomplishments instead than devouring information. They have to take duty for their work and reflect on their acquisition every bit good as assist each other to develop their acquisition by sharing their cognition. Deci and Ryan ( 2002 ) province that to heighten the fulfilment of liberty in scholars, it is of import to give them chances for pick, executing personal ends, values and inspiration. Implementing such attack is non easy. This is because instruction system is capable to many external force per unit areas and they are non able to fulfill the demands of pupils. The instance surveies demonstrate that Webs 2.0 have great potency for back uping acquisition. In peculiar, web 2.0 provides the chance for making and sharing cognition. It besides allows users to prosecute in conversation and support each other. web 2.0 besides support personalization. Social package applications can be used as a tool for sharing cognition and personal learning.For illustration, web logs can be used as an single home page for hive awaying personal resources and societal activities. However, despite many benefits of web 2.0 engineerings in instruction, the instance surveies indicate that a figure of instructors failed to ease active interaction among students.Pelgrum ( 2003 ) argue that a assortment of alterations must be implemented to optimise instructors use of information communicating engineering: alterations in teaching method, redesigning the appraisal, supplying chance for liberty, supplying instructors with sufficient support, supplying equal clip for instructors to develop new accomplishments and research the integrating of ICT into their instruction patterns, supplying formal and informal communities of pattern and equal webs. However, implementing web 2.0 engineerings depends on following conditions: Web 2.0 functionality, their fittingness for peculiar activities – tantrum for the purpose- and the users ‘ cognition of the tools used. ( B ) the beliefs and attitudes toward web 2.0 engineerings ( C ) The users ‘ cognition and accomplishments in making and sharing cognition ( D ) supplying support and appropriate guidelines for utilizing web 2.0 engineerings and the function of instructors and their abilities to promote pupils to make and portion their cognition. ( E ) A civilization of openness( A ) Web 2.0 FunctionalityThe university of Wolverhampton implemented the web 2.0 engineering in larning resource Centre to maintain pupils and academic staff up to day of the month with electronic resources every bit good as portion their thoughts together through web log engineering.One of the chief findings in the rating of the web 2.0 engineering harmonizing to Jo Alcock, Wolverhampton ‘ s Learning resource Librarian, was the deficiency of consciousness and uncertainness about utilizing web 2.0 engineering. He says that †there is a demand for protagonism of the benefits † . He states that one of the barriers in utilizing web 2.0 is the opposition to alter, peculiarly among senior directors. Furthermore, he explains that implementing web 2.0 require a alteration in our civilization. Web 2.0 engineerings require a great clip to research the potency of web 2.0 in advancing instruction and acquisition. Pelgrum ( 2003 ) states that equal clip are needed for instructors to develop new accomplishments. The motive of instructors to pass clip beyond the call of responsibility is of import in utilizing engineering. Teachers have of import function to make activities to acquire pupils think about benefits of web 2.0 engineering. A figure of surveies indicate that there is correlativity between sensed easiness of usage & A ; percieved utility and usage of engineerin g ( eg Davis 1989 ) . Therefore, if instructors perceive that web 2.0 engineerings are good for advancing pupils ‘ acquisition, they are likely to utilize them in their schoolroom. Furthermore, the University of Warwick found that some pupils used the web log for societal activity while others used it for academic authorship. The pupils used the web log in different ways to run into their demands. Therefore, web 2.0 support diverse demands of personal acquisition. This different utilizations of web logs supports the possible benefits of utilizing web logs as a tool for personal acquisition.( B ) Beliefs and attitudesBrown and Adle ( 2008 ) argue that web 2.0 engineering requires a displacement in attitude towards cognition building and acquisition among the university faculty.There are some factors, which might promote and actuate instructors: providing resources for instructors to utilize the tools, take parting on a regular basis in professional interaction and activities and back uping societal package activities. Harmonizing to societal cognitive theory ( Bandura, 2001 ) , the encouragement and positive feedback from others can act upon the person ‘s belief refering the ability to success on specific undertakings. Furthermore, he states that anterior experience is a cardinal factor in utilizing technology.Teachers who knows little about utilizing societal package applications unlikely to utilize them. On the other manus, instructors who have experience in utilizing the tools are likely to utilize them.( C ) Skills and cognitionThe instance surveies indicate that participants ‘ cognition and accomplishments are of import in the success of collaborative activities facilitated by web 2.0. Dillenbourg ( 1999 ) identified four attacks which can increase interaction among scholars. First, he argues that planing an appropriate status is of import to develop interaction among scholars, and every state of affairs requires different status. For illustration, ‘should the instructor organise pupils into groups or allow pupils themselves get into groups ‘ depend on different state of affairs and careful programs. Second, in a collaborative acquisition, it is of import for instructors to put up regulations for interaction for illustration ‘everybody in the group should give his or her sentiment ‘ . Third, instructors need to supervise the interaction between pupils and supply remarks, Fourth, the instructors need to specify a clear specification of functions within coaction activities. Although the regulations and conditions are of import in order to develop interaction among scholars, single members of groups should larn and understand the demand of working in a group in order to finish their undertakings.Five hundred Culture of opennessThe success of web 2.0 engineering in instruction requires profound alterations in civilization and above all the purpose of instruction. Implementing web 2.0 engineerings besides depends on coaction and showing our thoughts freely without control. This besides requires societal encouragements and a civilization of working openly that has strategic benefits in instruction and acquisition.DecisionThis survey uses the illustrations of wiki and web log engineering to understand how it could be used to ease acquisition among pupils. Specifically, I study a figure of instances to understand how web 2.0 schemes can be used to back up larning in academic scenes. .The initial findings suggest that web 2.0 engineering support coaction and sharing cognition. However, implementing web 2.0 engineerings in instruction demand ( a ) careful analysis of user demands for web 2.0 engineering, ( B ) buttocks what teachers do, why do, and how they do it, ( C ) assess what instructors want to accomplish and ( D ) assess how they may be able to accomplish their aims utilizing web 2.0 engineering. Therefore, utilizing web 2.0 engineerings requires conditions: new signifiers of teaching method in instruction and acquisition, promoting coaction, consistently measuring pupils ‘ demands and activities. A figure of surveies have reported that some instruct ors encountered with many jobs in incorporating web 2.0 engineerings in their instruction and acquisition. These jobs include minimum communicating, hapless quality contemplation on the class stuffs and so on. In reexamining many failed reform attempts in instruction, fullan ( 1993 ) concluded that the hardest job is to construct successful coaction among instructors, pupils and other professionals.

Is Modern Art Really Art? Essay

Dead animals, elephant dung, unmade beds and rice all seem like everyday objects but should we be calling them art? When we were growing up we were taught that art was a beautiful painting – like Van Gogh’s Sunflowers, or a perfect sculpture of a human – like Michelangelo’s David, but we were never really taught that conceptual and contemporary art were ‘proper’ forms of art, even though it was established in the sixties. It made us think and challenge our own assumptions of what art should really look like. People didn’t understand the idea of cows cut in half (Damien Hirst), wire mesh lockers (Mona Hatoum), rubble (Richard Long) or rubbish (Tomoko Takahashi) being called art unless you could frame it nicely on your living room wall. The fact that this type of art didn’t fit neatly into people’s ideas of what art should be was the reason it was called ‘conceptual’. Conceptual and contemporary art got a huge reaction out of people because they felt conned and marginally embarrassed when, for example, they looked at Martin Creed’s light going on and off and ‘didn’t get it’. They didn’t like the fact that they couldn’t work out the true meaning of what the artist was trying to get across. It also got a reaction for another reason which was the simplicity of some of the ‘art’. I’m sure that when all the people who were working long hours every week looked at the well-paid artist Tracey Emin’s unmade bed they were desperately screaming to themselves, â€Å"BUT I COULD DO THAT!† and thinking whether conceptual art is even worth looking at. Maybe some of us are completely missing the point they are trying to get across. Maybe instead of drowning in the depression of how easy, and perhaps pointless, the art is we should be fresh-eyed and open minded and celebrate the fact that these ideas and possibilites have been opened for us. Maybe that’s the point. This art definitely has originality and shock value. Artists don’t want to  repeat whats been done before in the same way no one wants to hear old jokes. Their use of new technology adds to the quality of some of their work. Using a computer isn’t a cop-out of drawing, it’s just another tool. The originality and shock value go hand-in-hand and afterall, aren’t those the two things we want when we look at art? We as viewers don’t want to stand there looking at something so bland, tasteless and overrated; If we wanted that then we could just as easily stick a slice of bread on the wall and call that art. The artists look for new challenges and ways for us to see their art. This type of art makes us challenge ourselves to find beauty in the everyday things in life. My opinion of Modern Art is a very balanced one because even though some of the examples of conceptual and contemporary art are sometimes ridiculous, they also challenge you to find the true meaning of what it stands for. The shock factor aswell hypnotizes us and keeps our attention locked on the beauty of the art. One thing that fascinates me though is that if artist Chris Ofili paints with elephant dung he is seen as a Turner Prize winning genius, but if I tried to paint with elephant dung would I be seen as an artistic genius? Probably not.