Slavery And The United States - 1305 Words

Slavery; An Issue Neglected to a Key Principle in the U.S. For 20 years slavery had existed in the United States of America despite its immorality and the objections of many citizens. Strides were made to correct this injustice around the time of the Revolutionary war; colonists started to demand their natural human rights from Britain. In 1766, our founding fathers were the first faced with a decision to abolish slavery; they felt the pressure from facing the purpose of their campaign due to the irony that they were denying these same rights to people of color. This paradox created tension between the American government and African Americans, slaves also recognized the hypocrisy of white Americans. Unfortunately, the second time the†¦show more content†¦In 1788, the creators of the U.S. Constitution strongly believed that complying with the southern states wishes to continue slave trade was the only way to gain the support of the representatives delegating from South Carolina and Georgia. Evading the issue on slavery was not a sol ution, but added fuel to the flame; it created even bigger controversy and created bigger conflicts as follows: In order to ensure that the constitution passed, Congress agreed to postpone their right to ban slave trade until 1800 and then extended it to 1808. The second conflict was the creation of the Three-Fifths Clause. It was meant to account for how many representatives are allowed to represent each state, however, the foundations of this clause were derogatory; it further classified slaves as property instead of human beings and only suggested this clause to gain more representation of state than others. Next was The Fugitive Slave Act of 1850, this law provided southern states with the right to pursue and capture escaped slaves seeking freedom in the north. Not only was this act unsound but also resulted in the unlawful capture of already free African Americans who were subjected to a life in slavery. The initial lack of action against slavery led to the fear of confrontation from Northern states and thus, they didn’t push too hard on slavery issues to appease its fellow states and their delegates.

Cultivation Theory Definition and Examples

Cultivation theory proposes that repeated exposure to media over time influences perceptions of social reality. Originated by George Gerbner in the 1960s, this theory is most frequently applied to television viewing and suggests that frequent television viewers’ perceptions of the real world become reflective of the most common messages advanced by fictional television. Key Takeaways: Cultivation Theory Cultivation theory suggests that repeated exposure to media influences beliefs about the real world over time.George Gerbner originated cultivation theory in the 1960s as part of a larger cultural indicators project.Cultivation theory has mostly been utilized in the study of television, but newer research has focused on other media as well. Cultivation Theory Definition and Origins When George Gerbner first proposed the idea of cultivation theory in 1969, it was in response to the tradition of media effects research, which was focused only on the short-term effects of media exposure that could be found in a lab experiment. As a result, effects research ignored the influence of long-term exposure to media. Such influence would happen gradually as people encounter media repeatedly over the course of their everyday lives. Gerbner proposed that over time, repeated exposure to media cultivated the belief that the messages conveyed by the media apply to the real world. As people’s perceptions are shaped by media exposure, their beliefs, values, and attitudes are shaped as well. When Gerbner originally conceived of cultivation theory, it was part of a broader â€Å"cultural indicators† project. The project pointed to three areas of analysis: institutional process analysis, which explored how media messages are formulated and distributed; message system analysis, which explored what those messages conveyed as a whole; and cultivation analysis, which explored how media messages impact the way the consumers of media messages perceive the real world. While all three components are linked, it is cultivation analysis that was and continues to be most widely researched by scholars. Gerbner’s studies were specifically dedicated to television’s impact on viewers. Gerbner believed that television was the dominant storytelling media in society. His focus on television rose out of several assumptions about the medium. Gerbner saw television as a resource for the most broadly shared messages and information in history. Even as channel options and delivery systems expanded, Gerbner insisted that the contents of television concentrated into a consistent set of messages.  He proposed that television restricts choice because, as a mass medium, television must appeal to large, diverse audiences. Thus, even as choices of programming proliferate, the pattern of messages remains the same. As a result, television will most likely cultivate similar perceptions of reality for very different people. As his assumptions about television indicate, Gerbner wasn’t interested in the impact of any one message or individual viewers’ perceptions of those messages. He wanted to understand how the broad pattern of television messages impact public knowledge and influence collective perceptions. Mean World Syndrome Gerbner’s original focus was on the influence of television violence on viewers. Media effects researchers often study the ways media violence impact aggressive behavior, but Gerbner and his colleagues had a different concern. They suggested that people who viewed a great deal of television became fearful of the world, believing that crime and victimization were rampant. Research showed that lighter television viewers were more trusting and saw the world as less selfish and dangerous than heavy television viewers. This phenomenon is called the â€Å"mean world syndrome.† Mainstreaming and Resonance As cultivation theory became more established, Gerbner and his colleagues refined it to better explain the influence of media by adding the ideas of mainstreaming and resonance in the 1970s. Mainstreaming happens when heavy television viewers who would otherwise hold very different views develop a homogenous view of the world. In other words, the attitudes of these divergent viewers all share a common, mainstream perspective that they cultivated through frequent exposure to the same television messages. Resonance occurs when a media message is especially noteworthy to an individual because it somehow coincides with a viewers’ lived experience. This provides a double dose of the message conveyed on television. For example, television messages about violence are likely to be especially resonant to an individual who lives in a city with a high crime rate.  Between the television message and the real-life crime rate, cultivation effects will be amplified, enhancing the belief that the world is a mean and scary place. Research While Gerbner focused his research on fictional television, more recently, scholars have expanded cultivation research into additional media, including video games, and different forms of television, like reality TV. In addition, the topics explored in cultivation research continue to expand. Studies have included the impact of media on perceptions of family, sex roles, sexuality, aging, mental health, the environment, science, minorities, and numerous other areas. For example, one recent study explored the way heavy viewers of the reality TV shows 16 and Pregnant and Teen Mom perceive teenage parenthood. The researchers discovered that despite the shows’ creators belief that the programs would help prevent teen pregnancy, heavy viewers perceptions were very different. Heavy viewers of these shows believed that teenage mothers had â€Å"an enviable quality of life, a high income, and involved fathers.† Another study found that television cultivates materialism and, as a result, people who watch more TV are less concerned about the environment. Meanwhile, a third study found that general television viewing cultivated skepticism about science. However, because science is also sometimes portrayed as a cure-all on television, a competing perception of science as promising was also cultivated. These studies are just the tip of the iceberg. Cultivation continues to be a widely studied area for mass communication and media psychology researchers.   Critiques Despite the ongoing popularity of cultivation theory among researchers and the research evidence supporting the theory, cultivation has been criticized for several reasons. For instance, some media scholars take issue with cultivation because it treats media consumers as fundamentally passive. By focusing on the patterns of media messages instead of individual responses to those messages, cultivation ignores actual behavior. In addition, the cultivation research by Gerbner and his colleagues is criticized for looking at television in aggregate without any concern about differences between various genres or shows. This singular focus came from cultivations concern with the pattern of messages across television and not the individual messages of specific genres or shows. Nonetheless, recently some scholars have investigated the way specific genres influence heavy viewers. Sources Gerbner, George. â€Å"Cultivation Analysis: An Overview.† Mass Communication Society, vol. 1, no. 3-4, 1998, pp. 175-194. https://doi.org/10.1080/15205436.1998.9677855Gerbner, George. â€Å"Toward ‘Cultural Indicators’: The Analysis of Mass Mediated Public Message Systems. AV Communication Review, vol. 17, no. 2,1969, pp. 137-148. https://link.springer.com/article/10.1007/BF02769102Gerbner, George, Larry Gross, Michael Morgan, and Nancy Signorielli. â€Å"The ‘Mainstreaming’ of America: Violence Profile No. 11.† Journal of Communication, vol. 30, no. 3, 1980, pp. 10-29. https://doi.org/10.1111/j.1460-2466.1980.tb01987.xGiles, David. Psychology of the Media. Palgrave Macmillan, 2010.Good, Jennifer. â€Å"Shop ‘til We Drop? Television, Materialism, and Attitudes About the Natural Environment.† Mass Communication Society, vol. 10, no. 3, 2007, pp. 365-383. https://doi.org/10.1080/15205430701407165Martins, Nicole and Robin E. Jense n. â€Å"The Relationship Between ‘Teen Mom’ Reality Programming and Teenagers’ Beliefs About Teen Parenthood.† Mass Communication Society, vol. 17, no. 6, 2014, pp. 830-852. https://doi.org/10.1080/15205436.2013.851701Morgan, Michael, and James Shanahan. â€Å"The State of Cultivation.† Journal of Broadcasting Electronic Media, vol. 54, no. 2, 2010, pp. 337-355. https://doi.org/10.1080/08838151003735018Nisbet, Matthew C., Dietram A. Scheufele, James Shanahan, Patricia Moy, Dominique Brossard, and Bruce V. Lewenstein. â€Å"Knowledge, Reservations, or Promise? A Media Effects Model for Public Perceptions of Science and Technology.† Communication Research, vol. 29, no. 5, 2002, pp. 584-608. https://doi.org/10.1177/009365002236196Potter, W. James. Media Effects. Sage, 2012.Shrum, L. J. â€Å"Cultivation Theory: Effects and Underlying Processes.† The International Encyclopedia of Media Effects, edited by Patrick Rossler, Cynthia A. Hoff ner, and Liesbet van Zoonen. John Wiley Sons, 2017, pp. 1-12. https://doi.org/10.1002/9781118783764.wbieme0040

Academic Integrity Becomes The Breeding Ground For Ethics

Academic Integrity can be defined in six simple words: honesty, trust, fairness, respect, responsibility, and courage (ICAI). Through these values individuals are able to encourage academic communities to turn their ideologies into actions (ICAI). Therefore, Academic Integrity becomes the breeding ground for ethics in academia. When looking at cheating, plagiarism, maintaining academic standards, and maintaining a sense of honesty in levels of academia, the goal of academic leaders is to encourage positive values in students from Pre-K to Graduate Studies programs. For example, watching a child matriculate from elementary school to high school and understanding the reaction he or she may have about receiving their first research paper are†¦show more content†¦The world of academics operates like a corporation. So when students cheat on a test they are breaking a code of ethics in an academic corporation. Incidents like this show how a person’s own code of ethics va ries. Individuals, particularly students, show their sense of social responsibility through their use of ethics. One of the first places that ethics applies is in the world of academia; ethics in academia is first taught when teaching students about certain behaviors that are appropriate for the classroom. This is referred to as classroom conduct. When a student learns about classroom ethics, it may be hard for them to form their own opinions because they begin to question their own skills. They may cheat on a test or plagiarize on an essay, and these feelings may be equated with feelings of self-doubt; this shows how feelings enhance a person’s decisions. Another considerable factor is that religion and ethics are not one and the same. In every religion they have to achieve the highest of ethical standards. One should not identify their ethics with their religion; however, most religions have an ethical standard. Religion has the ability to set high ethical standards but it also has the ability to provide intense motivations for ethical behavior. Ethics on the other hand cannot be confined to religion either. So when looking at all of the many institutions that

The Foundation of Student Non-Violent Coordinating Committee

Question: Discuss about the foundation of student non-violent coordinating committee? Answer: The Foundation of Student Non-Violent Coordinating Committee (SNCC) was laid down on the base of the Civil Movement that took place in the 19th century. This movement was basically a mass popular movement to assure the Africans and the Americans equal rights and oppurtunities. This movement was mainly concentrated in the South of America. The Civil Movement was against the torture that being done on the blacks in America. Some of the major movements that SNCC took part in was Sit-Ins and Freedom Rides, a leading role in the march at Washington, Mississippi Freedom summer and the Mississippi Democratic Party for the next few years. Arranging and collocating sit-ins at anti-semitism segregated lunch stalls to dissent the pervadingness of Jim Crow and other types of racism were their main adopted roles. These sit-ins organized by the SNCC played a vital role in changing decision of the court and to expand the clause to cover acts of private discrimination (Bates). These sit-ins were being expanded to other local places like public parks, swimming pools, movie theatres etc. The facilities that were sponsored by taxes were closed to the Blacks and the responses of the Whites were at all point negative. After the experience of the SNCCs members with COFO and Mississippi Freedom Summer, it strengthened their antipathy towards the white liberals. Also one of the most remarkable incident that almost dragged the SNCC members towards breaking down of the group was the murder of Sammy Younge Jr. He was the first college going guy who was murdered for being involved in the civil movement. This particular incident left a black patch in the hearts of the SNCC members. The murder of this Black by a White supremacist and the immediate acquittal of the murderer created disenchantment in the group towards the protection of the federal government. Slowly differences cropped in among the group member (King). Few believed that this movement of non-violence would bring peace in the country while others believed that violence is the only answer to violence. Democratic Convention in 1964 marked the dissolution of unity in the group and hence set forth two different groups from there. From the evidences collected, Im of opinion that SNCC should adopt a militant approach in this civil movement of America as it should be structured in the manner that the only language for violence is violence. From the evidences wherein the speech of different people have been gathered, it is quite evident that most of the people werent satisfied with the results of the non-violent movement (Payrow Shabani). Martin Luther in his opinion says that Non-Violence only creates crisis, it doesnt seed out any positive changes into the society (Scholastic Teachers). The SNCC should frame a policy to give assurance to people that they can eradicate the problems out from the society only if they provide support. It should also take up guns in hand to shoot offenders who are creating terror, as good words are not meant for evil spirits. References: Bates, Denise E.The Other Movement. Tuscaloosa: University of Alabama Press, 2012. Print. King, Gilbert.Devil In The Grove. New York: Harper, 2012. Print. Payrow Shabani, Omid. 'The Green's Non-Violent Ethos: The Roots Of Non-Violence In The Iranian Democratic Movement'.CONSTELLATIONS20.2 (2013): 347-360. Web. Scholastic Teachers,. 'Civil Rights Movement: An Overview | Scholastic.Com'. N.p., 2015. Web. 20 June 2015.