Values And Ethics In Educational Leadership

Values And Ethics In educational leadOne of the major adversities of applying set and estimable motive in educational leadinghip from a innovational perspective lies in convincing academic institutions and executives to think differently about leadinghip through Aristotelean principles. educational executives themselves, ar challenged to rethink traditional pedagogical curriculum regarding leading principles and techniques and are encouraged to utilize Aristotles philosophy, specifically, the nature of pr transactionicing right actions, integrity, and espousing these principles through living a virtuous life (Lapsley Narvaez, 2006). In turn, virtues of an academic administrator can be encapsulated in the concepts of value and goods espoused by shallow officials. Applying values and ethics in educational leadership embarrasss comprehending that supervisors should be hands and women of principled character. Applying Aristotles virtue constructs in educational leader ship didactics course work defines such character traits and what it means to be a moral agent. As a moral obligation, educational leaders have an responsibility to demonstrate care in the schools that they supervise. Learning to differentiate between Aristotelian virtues and how these values and ethics are to be integrated in educational leadership curriculum programs are the major composition of this paper and go forth become the fundamental interrogative of effective educational leadership.Applying Values And Ethics in educational Leadership Through Aristotelian PrinciplesLiterature ReviewOverviewAs an introduction to academic judicial system and good behavior, more have proposed the following interrogative sentences Does academic leadership procreation curricula t for each unrivalled honest accountability? Secondly, is what they memorise adequate? And lastly, is there a check correlation in the merging of academic leadership with Aristotelian virtues that result in a more legitimate type of leader? To be a moral and ethical educational leader, champion would charter to uphold the ideals of justice, compassion, and empathy for the checkment of each member in the school in which he or she governs. Also, the need to identify and measure the educational leaders commitment to moral character in part to protect the interests of mutual stakeholders is an essential component under good will when evaluating the effectiveness of academic administrators.Peer-reviewed journals and articles approach varying definitions pertaining to virtue, moral values, or ethical practice in the realm of academic leadership. It is apparent that many have opinions regarding the shell and how each should be addressed. However diverse the definitions are, all authors accognition the call to return to more ethical accountability in educational leadership.The challenge presented is one of defining academic leadership through moral ethical dilemmas. Such dilemmas are conf ronted by diverse course content material that is lacking and considered substandard to produce appropriate outcomes to solve difficult situations. The paper is outlined to include the following sub-headings for the purpose of direction and mapping subject matter, these include Applying values and ethics in educational leadership, the principled academic administrator, applying Aristotles virtue constructs in educational leadership, a moral obligation to care in educational leadership, differentiating between values and ethics, integrating values and ethics in educational leadership curriculum programs, and finally pulling it all together in the conclusion.The Principled Academic executiveAcademic administrators are entrusted with the duty to act in accordance to ethical behaviors, with so many ethical misappropriations in the media spotlight, and recent scandals had in academic institutions, many have question if current leadership training curriculum found in administrative educa tional leadership programs fail to teach sufficient ethical accountability (Propheter Jez, 2012). Curriculum that addresses characteristics traits associated with moral virtues in the context of school administration must(prenominal)(prenominal) question if moral virtue such as those espoused by Aristotelian principles will developed a more authentic leader? Bowen, et al. (2006), notes that doctoral programs should place more emphasizes on ethics than on management. Educational leaders must be able to command leadership skills that are committed to moral character and ethical behavior, have the interest of and mutual respect for all stakeholders at heart, support and promote teacher and scholarly person alike, are engaged in justice, care, compassion and empathy and are highly motivated by the single(a) achievement of each of the members of the large community of the school of which he is to govern (Pijanowski, 2007).Academic leaders make decisions that impact the lives of te achers, students and parents, making the act of leadership a moral issue. An educational leaders core set of values, or set of beliefs, is the ethical framework from which a leader develops a vision for the school in which he administers. Associated with administrative leadership, is the constant call for change, thus the academic leader becomes the change agent and will direct, define, and shape the change sequence that leads the schools progression and improvement for all stakeholders. correspondence this concept of leadership helps further define what educational leadership is, Starratt (1991) elaborates by noting educational leadership includes virtual ethics such as critique, justice and caring. That is to prescribe that school administrators will be faced with decisions that will required them to critique hierarchy and bureaucratic boards who may tend to bow to public pressures or didder with public opinions. Starratt argues that justice is formed in some standard but that t his standard must be held above one individuals passion and serve the greater good of the many. This Starratt (2004) called the community of moral goodness, wherein many individuals would join together for the greater good of the whole forming a relationship of effective leadership. This would then lead from one state of moral responsibility to a higher state of moral responsibility. In turn, individuals in a community form a relationship in caring not out of obligation but out of a sense of positive regard for one another.Academic administrators embedded with these qualities will correspond the principled leader. Therefore, there is a need for the call of Aristotelian constructs in educational leadership curriculum graduate programs.Applying Aristotles Virtue Constructs In Educational LeadershipApplying an Aristotelian philosophy to educational leadership is perhaps the most logical approach to value and ethical driven curriculum specifying virtues in school supervision. Kodish (2 006) incorporates the proffer that Aristotelian philosophy bridges both theory and the practice of moral and right action. Drawing on insights of authentic leadership and virtue, Aristotles (1987) defines virtual states of character as having to do with feeling, choosing, and engaging in actions that do well toward others and doing so until these characteristics form in us habitually.This hypothesis leads us to conclude that a good academic administrator will embrace and exemplify a number of these traits or virtues, in ethical manners especially in regards to his role as the academic head. It is the purpose of this paper in part, to identify a few of these Aristotelian virtues as they are related to educational leaders. A short composition on morals, judgment, respect, genuine, empathy, care, and courage will be explored as basic components of the makeup of the moral fiber regarding the academic leader.Morals. Aristotle classifies moral virtue as the excellent state of an individu al and good judgment. He sees this character as an intellectual virtue embracing moral rational and the ability to have moral perception along with sufficient insight to make ethical decision not only for ones self, but for the larger community.Judgment. As moral character is an essential element of choice to act right, so is judgment equal to recognition and practical judgment in Aristotelian philosophy. Good judgment often requires the academic leader to use wisdom in decision making processes. Ethical administrative judgment is a virtue of academic administration. Aristotle would simply state that curriculum driven programs need to teach students that moral virtues are the characters of acting in good judgment.Empathy Respect. Aristotle would promote the idea that empathy and respect are interconnected and go hand-in-hand. That these two components are essential elements in a school leaders character and as such they exist mutually together and serve the surmount interests of all stakeholders at heart. He would advert that these interests are cradled in the simplest proponents of the Golden Rule and promote a climate of mutual worth for all persons.Genuine Authenticity. Starratt (2004, p.3) identifies authenticity as one of the foundational virtues of ethical leadership. To be genuine or authentic as an academic supervisor requires leaders to live ethical, transparent lifes that demonstrate leadership, stewardship, and commitment to a sense of spirituality. Educational leadership is authentic to the degree that it is ethical, sincere, genuine, and trustworthy in action and interaction and that such interactions are consistent with the promotion of others wellbeing. In the context of school leadership, this includes the success of staff and student alike.Justice, Care Courage. Shapiro and Stefkovich (2005) argued that moral virtues associated with leadership have a particular importance to safeguard and promote the best interests of others. When the eth ics of justice, care, and courage are joined with an ethic of inclusive Aristotelian discourse, educational administrators have a model to ethical decision-making founded on principle.Moral Obligation To Care in Educational LeadershipAs moral agents, educational leaders should act in accordance with ain values andconvictions that incorporate the respect, trust and integrity for being authentic and true to theirvalues. The ethic of care implores educators to nurture the emotional and moral development of students. This moral value requires educational administrators to focuses on affirmation values such as trust, loyalty, belonging, self-worth, and self-efficacy in the process of education, making academics about individuals in the educational profession.As care agents in education, caring ethics would refer to the relationship created between student and teacher. As administrators over educational institutes, caring incorporates the obligation to respond to the needs of not only st udents, but staff, teachers and other stakeholders. This may include addressing curriculum designs to examine the needs of a diverse student body, staff needs base on census loads, and responses to classroom environments. Care must not be based on a one time efforts at virtuous decision but ongoing developing ontological relationships.Creating An Ontological Relationship In Educational LeadershipCunliffe and Eriksen (2011 p.1432) would argue that we exist in mutual relationships with others and our surroundings and that we both shape, and are shaped by, our social experience in everyday interactions and conversations. It appears that such theories in relational ontology lay the foundation for mutual members of an organization to extend mutual respect and regard toward one another when such relationships are formed.The basic joust of a relational ontology is simply that the relations between entities are ontologically, as Cunliffe (2009) explains, the Relational leader is more con cerned with creating interpersonal relationships and institutions, where the focus is on ethical issues of care, concern, and respect. Ontological relationships in academic leadership should include relationships as more fundamental than the individual leader. This is accomplished by working through various difficulties or differences together with other members of the academic community and assuming ownership and mutual responsibility, where moral relational-responsiveness is demonstrated. In return, mutual respect is compoundd, a sense of safety and nurturance is experienced and mutual regard are honored allowing for positive interaction to be had among all stakeholders who in turn are more apt to further their personal investment into the program. Identifying what are considered values and separating ethical boundaries are sometimes difficult in relationships, especially is this so in the guise of administrative roles. Having a better understanding of the essential role of each i n educational leadership is important.Differentiating Between Values and EthicsEthical decision making among educational leaders is an essential element of administration, teaching ethics is only one component of a construct necessary for making ethical decisions, staging values as important in and of itself will not suffice. Instructing academic leaders on this principle is vital in changing the direction of educational supervisors in congruous cognizant driven regarding ethic and value mindsets.Beckner (2004) has indicated question literature on educational administration has placed a greater emphasis on the moral values and ethical practices associated with school administration then has been promoted in the past. Shapiro and Stefkovich (2005) have supported that school officials have a duty and obligation to all stakeholders for whom they are accountable to be moral agents that are informed, ethical, and capable to lead.Darling-Hammond (2005) makes a case regarding educational leadership graduate preparation programs to include real-life dilemmas in curriculum training materials so as to better prepare administrators with the process of ethical decision-making. As Kline (2006) indicates, failure of strong ethical training is at the center of most venal educational leadership and administrative dilemma, noting that most dilemmas faced by educators lack sufficient policies to direct how to solve issues before and when they do come to light. As a profession, supervisors who oversee curriculum development, have a moral obligation to look that educational administration programs found at the graduate level, train prospective leaders in the principles of virtues associated with the development of ethical operating schools (Shapiro Stefkovich, 2005). As literature review recommends, it is imperative that both moral values and ethical principles become an integrated fixings of curriculum development in educational leadership programs. The following section of this work will address this vital issue.Integrating Values And Ethics In Educational Leadership Curriculum ProgramsAvolio, et al. (2009) suggested that authentic leadership includes both a sense of greater self-awareness and self-regulated behaviors that lead to positive community development. Avolio and colleagues feel that authentic leadership is essential and one of the first steps requisite in ethical leadership preparation. Curren (2008, p. 338) includes ethical instructions as a vital aspect of leadership training course work for future administrative leaders noting that these cardinal virtues are essential and would be a good start toward articulating what it means to be an ethical academic administrator.Cameron and Caza (2002) incorporate ethics instruction in leadership preparation studies curriculum to include the academic institutions role and its obligation to the student and larger community. Given the obligation that professor have to students in preparing them for the future administrative duties, and that this obligation goes beyond just a professional one, Kline (2006) suggest that instructors of ethical courses must make a deliberate decision to think of the student beyond academic settings. In other words, how does ones behavior reflect on other aspects of the individuals issue life, not just in the administrative role?Ethics must be an essential part of course content. Returning to Bowen et al. (2006), which assert that ethic curricula should include codes of engineer, framework on ethical decision making practicums, and adequate case studies with frequent examinations to ensure future administrators are prepared to deal appropriately with dilemmas that they will be confronted with. Without the commitment to strong ethical integration in curriculum program, ethics courses are seriously compromised. Implementation is as crucial as is the content. The question then becomes how is this best achieved?The State of West Virginias Department of Education operates under a code of ethics. Codes of ethics are design to guide the professional conduct of the members who practice in their fields. As with most ethical course preparation, research of code conduct directive is a must. Students are led to investigate and research content that require review of state and national code of ethics. Graduates should become familiar with these codes and reference them frequently. Opportunity to discuss, debate and examine case studies in ethical dilemma will better prepare future administrators to handle real-life experiences that may confront them as school supervisors. Additional internships with real-time school directors can enhance administrative skill-sets in ethical problem solving outside of classroom content, with hands-on practicum learning.Educational leaders need to develop a working knowledge of Aristotelian virtues from which effective school administrator rise. Additionally, institutions of higher learning need to incorp orate these values into graduate curricula programs, emphasis to strengthen academic administrative training program with stronger ethics and value latent material centered on Aristotelian virtues has been the theme of this paper. Review of literature certainly has supported the need and indeed has extended the call for academic leaders who are better prepared to lead educational institutions. Academic supervisors however, must distinguishes themselves and be refined in cleverness through curriculum that include moral values and ethical content rich in ethics, archetype, and critical evaluations that aspire leaders and encourage them to develop critical thinking skills and make decisions that are based on the common benefit of all person in a larger educational community. Academic leaders that adhere and reflect a higher level of insight in discharging their duties as administrators, understand that such considerations have an impact on their lives and the lives of their students also understand that they will influence not only an immediate generation, but will effect generation yet to be born.ConclusionExpanded research is needed to increase our understanding of the ethical dilemmas confronted by academic leaders. Challenges faced in educational institutions require ethical responses and require insights based on values that are saturated in virtue. Values include appropriate morals, judgment, genuineness, empathy, care, respect for others, and the courage to stand for what is right, not what is always popular. Principled men and women who are espoused and trained in Aristotelian philosophy should inform policy and strategies in academic administration to ensure that every stakeholders voice is heard, recognized and needs are being addressed. That too, the best interest of the educational institution is being forwarded. Academic leaders have a moral obligation to care about their staff, students and all constituents who have a vested interest in their acad emic establishment and to the larger community in which they serve. These relationships are formed from an ontological concept, meaning they are logical. When united in a common act of ethical consideration for one another, we logically uplift one another.Additional consideration should be given to graduate programs training educational professional in academic supervision. Course content should include in curricula development, content rich in Aristotelian concepts leading to the learning and development of school leaders in their activities to attain authentic leadership observance which are embedded in ethical constructs. Content must take care to ensure differences between values and ethics are made clear and how these should be integrated into the curriculum and espoused in the classroom and among all staff members. Applying Aristotelian values and ethics in graduate educational leadership programs may prove beneficial in restoring ethical prudence to academic administrative ro les.

Essay --

Heat Transfer Through Extended Surface1.ObjectiveTo determine the temperature distribution and erupt flow along the extended come along and comparing the data with theoretical analysis2.Equipment RequiredHeat convert service unitExtended surface heat rapture accessoryData logging accessory 3.TheoryThe term extended surface is commonly used to depict an important special case involving heat transfer by conduction within a solid and heat transfer by convection (and/or radiation) from the boundaries of the solid. Extended surfaces are used to increase the surface area and to increase the total rate of heat transfer. A temperature gradient exist between two different temperature surfaces for heat transfer. The temperature distribution along the atomic number 23 or pin must be known to determine the heat transfer from the surface to its surroundings. Plate fits are mostly used in aircrafts, cryogenic and other industries. By considering the insu lated tip extended surface the temperature distribution in terms of hyperbolic function expressed as / = Coshm(b-x)/ Cosh(mb) (1) Where, = T(x) - T (C) = To - T (C)To = fin base temperature ( C)T= free stream fluid temperature (C)b = fin height (m)x = coordinate (m)m = (4h /k d) (1/m)h = heat transfer coefficient (W/m C)k = thermal conductivity of fin (W/m C)d = fin diameter (m) The heat transfer, Q, for a pin fin is found utilise the relation Q = (h P k A) tanh(m b) (2)Wh... ... 4.5In = 0.1125mTx = 45.56 CAt x = 6In = 0.15mTx = 44.17 C5.At 16V,To = 47.2 C , T = 22.78 CHeat Transfer Q = (hPKA) (To - T) tanh(mb) Q = 0.0422 (47.2 22.78) tanh( 9.01 0.1524) Q = 4.413 WAt 25V, To = 67.7 C , T = 22.78 CHeat Transfer Q = (hPKA) (To - T) tanh(mb) Q = 0.0422 (67.7 22.78) tanh( 9.01 0.1524)Q = 8.1178 WResult1.The Heat transfer through the fin at put up voltage 25V is approximate double to the heat transfer at supply voltage 16V.2.As the value of x increases value of Tx decreases continuously.For 16V, For 25V, ConclusionFrom the experimental result it is shown that as the distance increase from the heat source temperature decreases. Graphs also shows the continuous temperature decrement in the positive x direction.

What´s Ocean Acidification? Essay -- Impacts, Causes, Solutions, Ocean

IntroductionThe oceans of the earth are a massive part of the natural cycles that make this planet habitable. They regulate global temperatures, latch on carbon dioxide, provide a home for millions of plants and animals that make up various levels of the food range of mountains, and so much more. They are a resource given for us to use and benefit from, however, it is also a resource that needs to be protected. It is the fountain of disembodied spirit for the planet and drastic changes to the makeup of the oceans could be detrimental to life as we know it. Ocean acidification is a problem which has come to light in the last decade, but is becoming increasingly concerning to many scientists (1). In this shew I will attempt to direct your attention to some of the likely and observed impacts of global ocean acidification, present some of the likely causes and suggest possible solutions to the problem. The essay will also deal with the possibility that the evidence can be interprete d differently in order to not implicate humans as the primary cause responsible for the observed destruction occurring in the acidified waters. Defining Ocean AcidificationOcean acidification is when carbon dioxide is absorb into the water of the oceans. This causes a chain of chemical reactions leading to the formation of carbonous acid in the water. (2) Furthermore, many animals in the oceans use calcium carbonate ions to build their shells, however, in the process of forming carbonic acid, these ions are destroyed creating a deficiency in calcium carbonate and preventing these animals from forming their life sustaining and protective shells. (1) The reaction occurs when carbon dioxide, which is heavier than air, sinks in large clouds over the oceans and is absorbed into th... ...gain recognition both by environmental organizations and governments, but also by individuals who need to be aware of the impact their actions and energy usages. Whether it be a raw form of energy or an old one refined, continued research and work needs to be done to ensure that we are being life-threatening stewards of the earth we have been given to live on. Works Citedhttp//www.pmel.noaa.gov/co2/story/What+is+Ocean+Acidification%3Fhttp//ocean.nationalgeographic.com/ocean/critical-issues-ocean-acidification/One Ocean documentary http//oceanacidification.noaa.gov/WhatsNew.aspxhttp//www.pnas.org.libaccess.lib.mcmaster.ca/content/105/45/17442.fullhttp//oceanservice.noaa.gov/facts/deadzone.htmlhttp//www.scientificamerican.com/article/noaa-scientists-embark-voyage-asses-ocean-acidification/http//icesjms.oxfordjournals.org/content/68/6/1019.abstract

Depression Essay -- essays research papers

mental picture.Depression is one of the most common psychological problems, affecting intimately everyone through either personal experience or through depression in a family member. The cost in human suffering cannot be estimated. Depression can interfere with normal functioning, and frequently causes problems with work, social and family adjustment. It causes perturb and suffering not only to those who have a disorder, but in any case to those who care astir(predicate) them. Serious depression can destroy family life as well as the life of the depressed person.Impact of Depression&61623 Causes tremendous emotional pain&61623 Disrupts the lives of millions of people&61623 Adversely affects the lives of families and friends&61623 Reduces work productivity and absenteeism&61623 Has a significant negative impact on the economy.&61623 Depression is a psychological condition that changes how you think and feel, and also affects your social behavior and sense of physical well being. We have all felt sad at one time or another, but that is not depression. Sometimes we feel tired from working hard, or discouraged when faced with serious problems. This too, is not depression. These feelings usually pass within a few years or weeks, once we adjust to the stress.Cause of depressionClinical depression is a very common psychological problem, and most people never try proper treatment, or seek treatment but they are misdiagnosed with physical illness. This is extremely unfortunate because, with proper treatment, nearly 80% of those with depression can accommodate significant improvement in their mood and life adjustment.You may have heard people talk about chemical imbalances in the brain that hand in depression, suggesting that depression is a medical illness, without psychological causes. However, all psychological problems have round physical manifestations, and all physical illnesses have psychological components as well. In fact, the chemical imbalances that occur during depression usually disappear when you complete psychotherapy for depression, without taking any medications to correct the imbalance. This suggests that the imbalance is the bodys physical response to psychological depression, rather than the other way around.People who have low self-esteem, who consistently view themselves and the world with pessimism, or who are readily shoc... ...treatment. This may involve supporting(a) the individual to stay with treatment until the symptoms begin to decrease (several weeks), or to seek different treatment if no improvement occurs. On occasion, it may require do an appointment and along with the depressed person to appointments with the psychologist. Invite the depressed person for walks, outings, to the movies, and other activities. Be gently purposeful if your invitation is refused. Encourage participation in some activities that once gave pleasure, such as hobbies, sports, religious or cultural activities, but do not push the depressed person to undertake too lots too soon. The depressed person needs deviation and company, but too many demands can increase feelings of failure.A complete psychological diagnostic paygrade will help you decide the type of treatment that might be best for you. Psychologists.Bio.................The National Institute of Mental Health Psychology Information Online , positive by Donald J. Franklin, Ph.D.,provides information about the practice of psychology,features Continuing Education Programs and a Psychology Bookstore,and hosts the National Directory of Psychologists.

Gender Bias and Domestic Violence Essay -- Violence Against Women Essay

Women have always taken a back seat to men in American society. thither has always seemed to be one set of standards that apply to men, and another set of standards that apply to women. This is evident in the home, workplace, and all throughout society. I would like to soon discuss some of the differences that we learn about our gender, which will enable us to better extrapolate men, women, and domestic military unit in society today. Once we understand causation, we can then dismount to understand effects and prevention.Our roles as men and women start at the hospital when we are born. Boys nark blue blankets while girls get pink blankets. The toys we play with growing up are targeted at either males or females. Toys that are make for little boys include trucks, blocks, guns, soldiers, and action figures. While toys made for little girls include dolls, kitchen utensils, dress-up, and doll houses. Boys are raised to be aggressive, tough, dominant, and daring, while gir ls are raised to be passive, emotional, sweet, and subordinate. These patterns and thought processes continue on into our adulthood and begin to play out in our relationships with others, which include dating and marriage.With these gender biases and stereotypes in mind, it is easy to see how domestic violence can exist in todays society. much importantly, we begin to understand how these negative messages can effect us personally. Although domestic violence includes sibling abuse, elder abuse, and child abuse, the focus of my essay will be on spousal abuse. Domestic violence has many names such as family violence, battering, wife beating, and domestic abuse. However, as discussed in manakin, domestic violence is not limited to physical beatings alone. D... ...that society will not tolerate. In my opinion, it is not only the individual abusers, rather, society as a whole which needs huge help. Domestic violence is still extensive and this needs to end. Our media and ente rtainment industries still glamorize and demean the seriousness of domestic violence, and they greatly influence our behavior by showing false examples of how we should act and react to one another.In closing, I do believe that we are on the right track to ending domestic violence but our effort is just not strong enough because our message that domestic violence is a crime is not strong enough. This class has opened my eyes and made me aware of what is going on and what needs to be done. In the future, I will do what is needed to stop this violence around me, and I will accomplish this by simply using my voice and speaking out about what is wrong.

Media Ownership :: essays papers

Media OwnershipOwnership of the media by a small handful of companies has created several problems for democracy since its existence. Because the media has been such a major source of information for us Americans we must learn to be skeptical of these large corporations and their motives. Commercialism and the lack of diversity of the media are twain such problems that have been created due to these large corporations.The main source of money for any media outlet, whether it is CNN or the local newspaper, is from advertisers, not the audiences like you would expect. In a mountain of 118 news directors around the country, more than half, 53 percent, inform that advertisers pressure them to kill negative stories or run positive ones. News directors have also reported that outside TV consultants have been brought in to stations to critique their newscasts and improve ratings by often issuing blanket edicts about what should and should not be cover in doer to attract the most adverti sing dollars. (Just, 1) This fact now being known makes us aware that the media is often swayed from criticism of the products or mistakes of the corporations that defy them this money. Important defects or corporate issues that we need to know about have possibly gone unannounced due to the fear of losing sponsors and profit. The only way to tell diversity of opinion in the media is to have diverse ownership over it. The airwaves are a limited resource with a few channels shut up remaining. The Federal Communications Act says that the airwaves belong to the public, which has somehow has gone ignored over the years. Having been exposed to a less diverse range of ideas over the ult few decades has left us assuming that what we see and hear in the media is all that there is out there. This is obviously no way to maintain an sprightly marketplace of diverse ideas and opinions. This is defiantly no way to keep a true democracy. (Bagdikian, 2-3)As you can see the corporate ownership of the media has become a problem to our existing democracy. Not only has the media become extremely commercialized it has also taken away the diversity that we need to make an honest concept about something of importance to us.

Mending Wall Essay -- essays research papers

In Mending Wall, Robert Frost made us aware(predicate) that something doesnt love the wall in the beginning of the poem, the wall that symbolizes boundary and obstacle between people. Although this restrictive wall gives protection and a feeling of galosh for the people who are inside it, it also creates a huge barrier to the people who are on the outside. The only difference between a somatogenetic wall and an imaginary barrier is that a physical wall will eventually fall apart as time goes by, but the emotional wizard on the other hand will only get bigger. Does Frost agree with his neighbor on the perspective of relationship between people, or do they each hold a different idea?In the poem, Frost and his neighbor had a relatively short conversation. We can see that there is a sense of separation between them. Frost rarely talks to his neighbor, and the only time they ever have a chance to communicate is when they are repairing the fences. This want of communication and under standing gradually builds up an invisible barrier between them. This invisible barrier that stands between keeps them separate. Even when they are working together improve the wall, they are staying unmatchable on a side of the wall. It seems that Frost enjoys working with his neighbor separately when he says Oh, just another kind of outdoor game, one on a side. However Frost also gives us a feeling that there is other meaning to it. A game real often symbolizes a competition, or a fight. We c...