Preventing Delayss In The Aftermath Of Hurricane Katrina

Running head: PREVENTING DELAYS IN THE AFTERMATH OF KATRINA 1 Preventing Delays as seen in the Aftermath of Hurricane Katrina through the Education of State and Federal Officials on Laws and Regulations Regarding the Use of Military Forces Clinton D. Bayoneta Master Leader Course PREVENTING DELAYS IN THE AFTERMATH OF KATRINA 2 Preventing Delays as seen in the Aftermath of Hurricane Katrina through the Education of State and Federal Officials on Laws and†¦show more content†¦PREVENTING DELAYS IN THE AFTERMATH OF KATRINA 3 The Posse Comitatus Act of 1878 Following the defeat of the Confederacy during the U.S. Civil War, the Union Army occupied the South, known as the Reconstruction period. Tensions were high as the North attempted to restore order and bring the southern states back into the fold. During the presidential election of 1876, federal troops actively patrolled and monitored polling sites throughout the South and many thought that their presence intimated Southern voters and swayed the election (Spak et al., 2004). In response, the Posse Comitatus Act of 1878 was enacted, prohibiting U.S. military personnel from direct participation in law enforcement activities (Matthews, 2014). While the Posse Comitatus Act of 1878 prevents the U.S. military from conducting law enforcement activities, it does not mention any constraints on the National Guard. The Utilization of the National Guard for Domestic Response The National Guard is subject to Article I, Section 8 of the Constitution, which places them under state control and authorizes them to enforce laws upon the request of the governor (Spak et al., 2004).

Dear Professor Wiesel Free Essays

Dear Professor Wisest, My name is (name here), a (grade) at Esters (School). My English class had Just finished your book â€Å"Night†, and I must say it was one of the most interesting books I’ve read in awhile. I was extremely excited when my teacher first proposed the idea of reading a survivors story of the Holocaust. We will write a custom essay sample on Dear Professor Wiesel or any similar topic only for you Order Now I had found it very fascinating to hear a story coming from you, being a survivor of the Holocaust. First, after analyzing details of the book â€Å"Night†, I feel several things need to be read and acknowledge by every human being in order to prevent future mass encodes such as the Holocaust. It seems to me that genocide starts as Just a small idea and in no time it spreads Just as a wild fire would, it grows rapidly. It’s absolutely disgusting to know discrimination amongst differences still exists in today’s society and eventually leads to the same conclusion. â€Å"Night†, I feel is a great attempt to end discrimination and genocide which is why I truly admire what you have done by reliving your horrific experience in order to teach the world more about the Holocaust from a different perspective. Next, having to live in such a such confined place such as Auschwitz with little food and water is hard enough, but having to cope with such pain from seeing your whole family die along with friends and family for no reason is Just speechless. I had a real tough time coping with a family member death who passed away from old age. Just thinking of what I’d do if I found out my parent’s or sister were dead is unimaginable, let alone seeing them die. I honestly don’t know how you did it. What did you look up towards? What were you thinking of doing? Being alive now must be official at some points from the terrifying memories that run through your head. In conclusion, I really want to thank you for having the courage to write this story in such great details. You’ve not only changed others perspectives on discrimination and genocide, you’ve change mine as well. There was so many details that I feel I could reread this book multiple times and pick up something new each time. Thanks for facing the terrible time in your life in order to teach others and giving us a closer look at humanity’s darkest hours. Thanks, (name here) Dear Professor Wisest By motorbike How to cite Dear Professor Wiesel, Papers

Impact of Digital Learning in African Schools

Question: Discuss about the Impact of Digital Learning in African Schools. Answer: Introduction Africa Rising was coined to reinforce the hope of a new resilient Africa. Among the frontiers of this narrative is the tremendous growth of the ICT industry. African governments in partnerships with developed nations and international agencies have rolled out ambitious projects aimed at boosting digital literacy in Africa. Besides, the world is becoming Digital, and Africa is no exception. Therefore, the government of Australia and other international agencies would like to gauge the impacts of such a project hence a robust monitoring, evaluation and reporting systems need to be embedded as the program is rolled out. The research will focus on one of the leading African Universities in the ICT sector. Kenyatta University will be selected as the research center since the university has a vision of becoming the preferred school of choice. It has a mission of enhancing the quality of higher education through a flexible mode of delivery and technology for individual and society development. The research, therefore, intends to investigate the impact of the Digital School to the academic performance of students pursuing masters in library and information science. It will seek to answer; has the Digital school improved the ranking of the University amongst others in Africa? Scope and Delimitation of the Study Given that the research seeks to explain how much impact the digital program has made in Kenya and the world in general, the study will be expounded further outside Kenya to her neighbors and neighboring Africa continents. Within Africa, and Kenya in particular, a public University which has shown the most positive progress in the use of the digital platform over the past five years will be selected for the scholarly work. Although it will mainly focus on the masters students, the findings shall be extrapolated to include the undergraduate. Later, a comparative study will be carried out to generate data for the purpose of analysis. Literature review Galy et al (2011) opined that the current trend in education indicated instructors shifting away from authoritarian and non-interactive courses. This paradigm shift has been catalysed by the rapid expansion in the ICT industry. Consequently, the platform offers a more personal engagement with the student, a process that Knowles (1975) described as, participating in self-directed inquiry. However the effectiveness of this mode of learning depends on some factors which Haigh (2007) investigated and found out such characteristics as gender, study habits, learning styles, learning environment, access to resources, experiences with distance learning, and technology proficiency affects the learning outcome . According to Zhang (2006), students in the e-learning environment that provided interactive video achieved significantly better learning performance and a higher level of learner satisfaction than those in other settings. However, according to Doyle (2009), there are no statistically s ignificant differences between online students and campus-based students regarding race, gender, age or ethnicity. Research questions and hypotheses The questions that will guide the study include: does interactive digital learning improve students comprehension on the subject matter? This mode of learning provides apt environment for learners ability to retain information. However, according to Zhang (2006), the said has limitations due to problems of network bandwidth and multi-media technology. Hypotheses 1: Students enrolled at the Digital School will perform better academically. 2: The test scores of students in Digital School will be better, provided same content is taught 3: Students using digital learning will be satisfied with the content compared with those under traditional mode Operational definitions and measurement Computer accessibility in this context will refer to the ratio of the students number to the number available. It shall mean that the internet connectivity is good enough to download reading content, access and submit online assignments. A rating of at least one indicates average accessibility and ratio below one will be regarded as poor. Additionally, a questionnaire to further interrogate the parameter shall be designed. It will contain a set of questions to probe the students attitudes as far as accessibility is concerned. Perceived ease of use: Where the program is user-friendly to any category of student as from undergraduate level. A scale of 0-10 shall apply and each unit assigned a quality parameter. Afterwards, a percentage ease of use shall be determined. Computer Phobia: This will refer to a situation where the student has an inherent fear towards the device. To measure such a parameter, three columns shall be created namely: Strong Phobia, Average Phobia and Zero Phobia. In each category, a set of questions, with each assigned weight, shall be developed. A total score point in each category will be useful in determining the phobia level. Research methodologies: Data collection and analysis Research Design will largely be descriptive based on the perception, attitude, and level of acceptability. The center will be in the department of library and information science. A total of 150 masters students under the program and another 150 in the traditional mode of learning will randomly be chosen. Additionally, ten teaching staff members from the same department will be selected. Questionnaires will be useful in obtaining the information on attitudes, perceptions, and the acceptability level among the three sets of the population. Additionally, keen observation shall be employed to monitor the digital systems performance vis--vis students academic progress. A digital camera will be useful in recording the scheduled class sessions for both students categories, that is, the digital program and the traditional students. Statistical tools for analysis and presentations, that is, mean, percentages, variance, standard deviation shall be used. Additionally, regression analysis shall be useful in determining the linear relationship between the students academic progress and the digital literacy program. Presentation of the data shall be done by using tables, pie charts and bar graphs. Generally, a linear pattern will be adopted whereby all logical stages are linked in a straight fashion. However, some tasks will occur simultaneously while others will be webbed such that iteration will be the norm. For instance, in administering the questionnaires, seeking permission will be prioritized. In other cases, lecturers interview may occur severally owing to the fact that it will be almost impossible to find all the ten ready for it at ago. Otherwise, the general procedure for the data collection will include: Seeking permission from relevant authorities in the University Random selection of population sample Distribution of questionnaires to selected students Lecturer interview after formal request Telephone interviews for busy lecturers Digital systems observation and perusal of the students academic progress Expected outcomes The research intends to uncover the impacts of digital learning on African schooling system. Hence the extent of the system improvement shall be anchored on the outputs. Therefore, the expected after research are complete will include: A comprehension of the digital literacy levels in the university, a clear correlation between digital learning and relevant concepts mastery and the degree of acceptability of the program in Africa. It will, therefore, serve to aptly inform the African governments and International agencies on its progress. Furthermore, it will be useful for further scholarly work. Conclusion The research proposal presented has discussed how the impact of digital learning in Africa will uncover. The digital literacy levels are expected to soar in Africa. Hence Africa provides a relevant area of study. Once the research is complete, some critical elements shall surface, for instance; the relevance of digital learning in the provision of better quality education. The research, therefore, will focus on the relevance and quality of the implementation of the digital literacy program at the University. Additionally, it shall seek to interrogate the degree of acceptability. Does it have a brighter future in Africa despite the challenges being faced? Hence it is expected that it will shift the discussions from whether the program is relevant to how much more will be invested to realize greater returns on the African economy. References Doyle, W. R. (2009). Playing the numbers, online education: the revolution that wasnt. The Magazine of Higher Learning. Dobbs, R., Waid, C., Del Carmen, A. (2009). Students perceptions of online courses: The effect of online course experience. Quarterly Review of Distance Education. Farrell, G. Isaacs, S. (2007). Survey of ICT and education in Africa: A summary report based on 53 country surveys. Washington, DC: World Bank. Galy, E (2011). The Effects of Using E-learning tools in online and Campus-based Classrooms on Student Performance. Brownsville-TX/Journal Galy, E. Johnson, J. (2013). The Use of E-learning Tools for Improving Hispanic Students Academic Performance. Brownsville-TX/Publication Vol.9 No.3 Haigh, M. (2007). Divided by a common degree program? Profiling online and face-to-face information science students. Education for Information. Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York, NY: Association Press. Lou, Y., Bernard, R., Abrami, P. (2006). Media and pedagogy in undergraduate distance education: A theory-based meta-analysis of empirical literature. Educational Technology Research Development Zhang, D?Instructional Video in e-learning: Assessing the Impact of Interactive Video on learning effectiveness Information and Management, 200601/Publication.

Intro Speech free essay sample

Introductory Informative Unit 1 . Identify the major similarities and differences between public speaking and everyday conversation. Similarities I Differences I Logical organization of thoughts (Message organized by a speaker)- Tailoring your message to your audience (explain something differently to a child than you would to a grandparent, or a peer)- Telling stories/relaying information for maximum impact (Build up, adjustment to punch line)- Adapting to listener feedback (react to verbal, facial, and physical responses from listeners) I -? P.S is more structured (time imitations, one-sided, less conversational; requires planning preparation)-? P. S requires more formal language (elevated, polished, special language, no slang)-? P. S requires a different method of delivery (avoiding vocalizes pauses or clutter words: great control over mannerism; vocal adjustment) I 2. Discuss methods of controlling nervousness and making it work for, rather than against, the speaker 1. Acquire speaking experience (make It less of an unknown; Improve Vial trial and error) 2. We will write a custom essay sample on Intro Speech or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Prepare, prepare, prepare (Increases confidence, knowledge) 3. Think positively (convert negative thoughts to positive ones) 4. Visualize (create positive mental images) 5. Know that most nervousness is not visible 6. Dont expect perfection (its an act of communication, not a performance; minor errors often unnoticed) 3. Identify and discuss the basic elements of the speech communication process 1 . Speaker: the person presenting an oral message too listener. 2.Message: whatever a speaker communicates to someone else Includes intended as well as actual message; goal is for them to be the same 3. Channel: means by which message is communicated On-person, telephone; multiple channels for different audiences) 4. Listener: the person who receives the speakers . Importance of listener frame of reference tailor your message to the message likely frames of reference of your audience members 5. Feedback: messages, usually nonverbal, sent from listener to speaker (applause, slouching) 6.Interference: anything that impedes communication of a message c. Internal: individuals moods d. External: noise distraction 7. Situation: the time and place in which speech communication occurs context e. Messages and delivery must be adapted to situation I. 5 minutes left to finish 7 minutes speech. 4. Define Ethnocentrism, and explain why speakers need to avoid it -? Ethnocentrism: The belief that ones own group or culture Is superior to all other groups or culture. Unintentional, but nonetheless harmful) -? To avoid: adapt message to the cultural values and expectations of listeners. * Learn about audience Be alert to audience feedback Plato said all public speakers should be truthful and devoted to the good of society * Your ethical decisions will be guided by your values, your conscience, your sense of right and wrong. * Sound ethical decisions involve weighing a potential course of action against a set of ethical standards or guidelines * Make sure you prepare lull, so that you dont communicate erroneous information or misleading advice. . List and describe the five guidelines for ethical speechifying. * Make sure your goals are ethically sound * Worth goals * Ask ethical questions * Cannot escape assessing the ethical soundness of your goals * Be fully prepared for each speech * You have an obligation to yourself and your listeners * Being prepared for speech involves everything from analyzing your audience to creating visual aids, organizing your ideas, to rehearsing your delivery * Be fully informed on your subject. Get your facts rights. Be honest in what you say Most important part * Words can be trusted and people will be truthful * False statistics, quoting out of context, misrepresenting sources, portraying a few details as the whole story, and substituting half-truths for evidence and proof. Wrong * Ethically responsible speakers do not take credit of other peoples words * Avoid name- calling and other forms of abusive language * Name-calling: The use of personal language to defame, demeans, or degrade indivi duals or groups. This reinforces attitudes that encourage prejudice; hate crime, civil rights violation * Put ethical principles into practice Use ethics in your every day life 7. Identify and differentiate among Global plagiarism, patchwork plagiarism, and incremental plagiarisms * Global plagiarism * Stealing your speech entirely from another source and passing it off on your own. * Patchwork plagiarism * This is where a writer takes from two or three sources. * Incremental Plagiarism * Fails to give credit for particular parts or increments of the speech that are borrowed from other people. Most common with quotations and paraphrases * Common with quotations and paraphrases. 8. List and discuss the three basic guidelines for ethical listening * Be courteous ND Attentive * Give a speaker a same attention that you would like to receive * Sit up straight, no slouch, keep an eye contact, show supporting and encouraging attitude * Avoiding PREJUDGING the speaker * You don not have to agree with everything that the speaker is saying, but you should listen carefully to his/her ideas, assess the evidence and reasoning offered and reach an intelligent Judgment about the speech. Maintain the Free and Open expression of Ideas * Though disagree with the entire message, but show respect speakers right to * Hearing is a physiological process, involving the vibration of so und waves on our eardrums and the firing of electrochemical impulses from the inner ear to the central auditory system of brain. * Listening involves paying close attention to, and making sense of, what we hear 10. Explain why good listening is important to effective speech making * By having a good listening skills will allow you to hear accurate information, summarize the information well, recall the facts right, distinguish the main points from minor points easily. This will allow you to organize much easily, making it much easier for you make a speech. 11. Four major causes of poor listening * Not concentrating We can process a speakers words and still have plenty of spare brain time, we are tempted to interrupt our listening by thinking about other things. Listening too hard * Taking up too much information while hearing will end up obfuscates the facts. * Jumping to conclusion * Putting words into a speakers mouth. * We tend to think that were so sure with what they mean in that we dont listen to what they actually say. * Prematurely rejecting speakers ideas as boring or misguided. * Focus on delivery and personal appearance * We sometimes Judge people by their appearance and dont even pay close attention to what they say.Major sources of interference in speech communication process. 12. Six ways to become a better listener * Take listening seriously * Practice and self-discipline * Its a pure effort * Be an Active Listeners * Give undivided attention to the speaker * No distraction by internal or external interference * No procurement on speaker * Develop note taking skills * Resist Distractions * Make a conscious effort to pull your mind back to what the speaker is saying. Think ahead of the speaker * Review what the speaker has said and understand * Dont be diverted by appearance and delivery Suspend Judgment * Respect speakers opinion, no show of disagreement while speaker is speaking * Focus Your listening * Listen for main points * Listen of evidence * Listen for technique * What attention de vice? Credibility and good will? Clear to follow? Accurate, clear? * Develop note taking skills * Focus a speakers main points and evidence. 13. Explain why effective use of language is vital to speech composition and public * Allow listeners to grasp your meaning immediately. Helps bring your speech to life (imagery, concrete language, simile and metaphor) * Able to adapt to any types of situations and environment 14. Explain four methods one can use when having trouble choosing a speech topic. * Personal Inventory * Make a quick inventory of your experiences, interests, hobbies, skills, beliefs, and so forth * Fashion a specific topic * Clustering * Make columns of various categories. * Ex) people places, things, events, processes, concepts, natural phenomena and so forth * Internet Search * Browse through a subject-based website, online encyclopedia or any reference portal. Topics that you know a lot about/ Topic that interests you/ Brainstorm for topics 15. Differentiate among the general purpose, specific purpose and central idea f the speech. * General Purpose The broad goal of a speech; to inform/ to persuade (Two -word infinitive phrase) * Specific Purpose A single infinitive phrase that states precisely what speaker hopes to accomplish in his or her speech * Shows what the speaker wants the audience to grasp at the end of the speech. Central idea of the speech concise statement of what you expect to say * Thesis statement, major thought * Simple, declarative sentence that sharpens the specific purpose statement. 16. Formulate effective specific purpose statements and central ideas * Specific repose: to inform my audience about the effectiveness of Crossfire * Central ideas: Crossfire contains diverse, practical, and high intensity movement that includes weightlifting, gymnastics, and metabolic conditioning. *17.Lucas five tips for formulating specific purpose statements and the five questions to ask about them * Specific Purpose: * Write the purpose statement as a full infinitive phrase, not as a fragment Not thoug ht out fully then no effective * Express your purpose as a statement, not as a question * Gives no clear direction of the speech * Avoid figurative language in your purpose statement Too ambiguous * Limit your purpose statement to one distinct idea * Focus on one * Make sure your specific purpose is not too vague or general * Five Questions about Specific Purpose * Does my purpose meet the assignment? Be sure that you understand the assignment and shape your specific purpose * Can I accomplish my purpose and the time allotted? To meet it * Better off with limited purpose * Is the purpose relevant to my audience? * Make sure that you are truly interested in the topic the topic to your audience * Is the purpose too trivial for my audience? * Find a way to relate *18.Discuss and apply the four guidelines for effective central ideas expressed in a full sentence * Should not be in the form of a question * Should avoid figurative language * Should not be vague or overly general *19. Discuss the four kinds of informative speeches * Speeches about objects * Speeches about processes * Speeches about events * Speeches about concept *20.Explain and apply the five guidelines for informative speaking overestimate what the audience know * Explain thoroughly * Listeners are only vaguely knowledgeable * Relate this subject directly to the audience * Gain attention from the audience Show that you are interested * Should be * Dont * you and your to relate it to their interests * Dont be too technical * May be too specialized for the audience * Avoid abstractions * Description: a statement that depicts a person, event, idea, with clarity with vividness * Use comparisons to create concrete and familiar terms Compare/Contrast * Personalize your ideas * To present ones ideas in human terms that can relate in some fashion to the experience of the audience * Be Creative * Constructing your informative speech creatively * Visual aids, props 21 .Three ways to Avoid abstractions * Use description Use comparison * Use contrast 22. Why is it important for speeches to be organized clearly and coherently? Speech organization is important and closely connected to critical thinking. * you gain practice in the general skill of establishing clear relationships among your ideas. * Using a clear specific method can boost confidence and improve your ability to deliver the message fluently * Higher comprehension from the audience * Higher opinion of the speaker * Coherence is key because speakers only have one chance to get the point across 23. Five strategic methods of organizing main points in speech * ChronologicalOrder * Follow a time pattern * Narrate series of events in the sequence * Spatial Order * Top to bottom, left to right, front to back * Causal Order * Shows a cause and effect relationship * Two main points * Problem-solution Order * Divided into two main points * First shows the existence and seriousness of a problem solution to the problem * Topical Order * Second shows the * Main points divide the topic into logical and consistent subtopics, which becomes a main point. 24. Guidelines for organizing main points * Keep main points separate * Each main point must be clearly independent of others * Try to use the same tatter of wording for main points * Consistent pattern of wording * Improves Increase Teaches * Parallelism * Balance the amount of time devoted to main points * Doesnt have to be exact, Just close 25. Four kinds of speech connectives * Transitions * Words or phrases that indicate that the speaker has Just completed one thought and is moving on to next one * Internal Previews * Let the audience know what is going to come up next. They are much more detailed then transitions * Internal Summaries * Remind listeners of what they have Just heard * Signposts * Brief statements that indicate exactly where you are in the speech First, second, third cause * Use questions 26. Four objectives of a speech introduction 1. Get the attention and interest of your audience 2. Reveal the topic of your speech a. Clearly state your topic 3. Establish your credibility and good will. B. Respect audiences value * EX) c. Qualified to speak on a given topic and of being perceived as qualified by your listeners d. Credibility: the audiences perception of whether a speaker is qualified to speak on a given topic e. Goodwill: the audiences perception of whether the speaker has the best interests of the audience in mind. 4. Preview the body of the speech f.Thesis statement, summarize what will come up in body paragraph 27. Seven methods that can be used to gain attention in an introduction * Relate topic to the * People pay attention to the things you say that affect them directly. * Relate the topic to your listeners by using words: you and your. * State the Importance to your topic * Why should the audience listen to your topic? How important is your speech? * Demonstrate the significance of the topic, so that the listeners will know why they should think so. * Startle the Audience * One of the interesting ways to arouse the audiences attention is to startle them tit an intriguing statement. BUT, when you make a strong opening simply to just shock people and then move on to different topic, the audience will be lost in the middle. * Arouse the Curiosity of the Audience * Everyone is curious about everything. * Build suspenseful mood to your introduction * Question the Audience * Ask a rhetorical question: A question that the audience answers mentally rather than out loud. * This will help the audience to draw in and be more focused on your speech. * BUT, you must make a small pause to give the audience a moment to think about the question. * Begin with a Quotation Another way to engage the audience is to start with a fascinating quotation. Quotation from literature, poem, song, or film or from a persons speech. * Tell a Story * Engage audience with a quick anecdote relevant to your topic. * People like hearing stories. * Keep it short 27. Major functions of a speech conclusion * To let the audience know you are ending the speech * To reinforce the audiences understanding of, or commitment to, the central idea. 28. Methods for fulfilling the functions oaf speech conclusion * Signal the end of the speech * Crescendo ending: a conclusion in which the speech builds to a zenith of power ND intensity * Dissolve ending: a conclusion that generates emotional appeal by fading step by step to a dramatic final statement. To reinforce the central idea * Summarize your speech quickly go over the main ideas in your manuscript * End with a quotation end with a quotation that captures the audiences interest * Make a dramatic statement use a powerfully closing line to end your speech Refer to the introduction go back and re-iterate the central idea that you made clear in the introduction 29. Preparation outline vs. . Speaking outline Preparation Outline I Speaking Outline I A detailed outline developed during the process of the speech preparation that includes:Title, specific purpose, central idea, introduction, main points, sub-points, connectives, conclusion, bibliography of a speech I A brief outline used to Jog a speakers memory during the presentation oaf speech. | 30.Guidelines for an effective preparation outline * State the specific purpose of your speech * Identify the central idea * Use a consistent pattern of symbolization and indentation framework * State main points and sub points in full sentences * Label transitions, internal summaries, and internal previews bibliography * MEAL / PAPA * Give your speech a title * Be brief * Attract the attention * Encapsulate the main thrust of your speech 31 . Three major advantages of using visual aids in a speech * Clear visual * Attach a * People will find a speakers message more interesting * Easier to understand * Retain it longer when it i s presented visually as well as verbally 32. Discuss the kinds of visual aids available for seen speeches * Objects and Models * Photographs and drawings * Graphs * Charts * Takes a large block of info and summarizes it * Video * The speaker * Use your body and demonstrated it firsthand Power point * Dont let it dominate your presentation * Dont read directly from the slides * Plan ahead on your slides 33.Guidelines for preparing visual aids * Prepare visual aids well in advance * Keep visual aids simple * Simple, clear, and to the point * Make sure visual aids are large enough * Use a limited amount of text * Keywords * Use fonts effectively * Choose clear ones * Dont use all caps * Use color effectively * Dont use a color that will confuse the audience * Uses image strategically * Dont add photos Just to fill space * Use concrete ones that help get your point across Guidelines for presenting visual aids * Display visual aids where listeners can see them * Avoid passing visual aids the audience * Display visual aids only while discussing them * Explain visual aids clearly and concisely * Visual aid cannot describe itself. So describe * Talk to your audience not your visual aid * Dont lose eye contact while showing your visual aid reaction to the item * Practice with your visual aids * Practice when you will show it * Check the room and equipment * Gage audiences * Check if the equipment will work correctly ex. Powering, video 34.Why good delivery is important to successful speaking It conveys what the speaker wants effectively. * Helps get across the ideas clearly, interestingly, and without distracting the audience * Audiences want formality with the attributes of a conversation: Directness, spontaneity, animation, vocal and facial expressiveness, and a lively sense of communication. *35. Four methods of delivering a speech * Reading from a manuscript * Must be delivered word for word * Make sure you sound vibrant and natural * Reciting from memory * Entirely from memorization * Speaking impromptu * Take notes and pay close attention to the other speakers, so that you will be dead * 1. State the poi nt you are answering * 2. State the point you wish to make * 3.Support your point with appropriate statistics or examples Summarize your point * Speaking extemporaneously * Carefully prepared, rehearse speech * Gives more precise control over thought and language spontaneity and directness than does speaking from memory situations * Offers greater * Adaptable to wide * Conversational quality: presenting a speech so it sounds spontaneous no matter how many times it has been rehearsed *36. Explain the eight aspects of voice usage that are crucial to public seeking * Volume Loudness of softness of the speakers voice * Adjust to the size of the room * Pitch * Highness or lowness of the speakers voice * Use inflections(varieties) in your a voice as you speak something important, or a question, or how something makes you feel. NO MONOTONE * Rate * Rate at which the speaker speaks * The best rate to use depends on many things occasion * Pause * A momentary break in the vocal delivery of a speech * Pause can signal the end * Give time to sink in * Vocal variety * Changes in a speakers rate pitch and volume * Gives the voice variety and expressiveness * Pronunciation Accepted standard of sound and rhythm for words * Practice maybe in front of your friends/family to correct any mispronunciation. * Articulation * The physical production of particular speech sounds * Poor articulation is usually due to laziness not pronunciation Dunn, haft, want * Dialect * Ana, Otto, * A variety f language distinguished by variations of accent, grammar, or vocabulary 37. Why nonverbal communication is important to the speaker * Posture facial expressions, gestures, eye contact all affect the way listeners respond too speaker * Kinesics the study of body motions as a systematic mode f communication * Has significant impact on the meaning communicated by a speaker * people trust their ears less than their eyes 38.Four most important aspects of nonverbal communication * Personal appearance * Dress according to the occasion, or any situation * Makes a good first impression * Movement * Lots of movements come from nervousness * When going to the podium appear calm, and confident * Dont lean on the podium * When closing, maintain eye contact for a few moments * Gestures * Motions of a speakers hands or arms during speech * Should appear natural and spontaneous * Help clarify and reinforce your ideas Gain more attention * Avoid too much gestures * Eye contact * Making direct visual contact with the eyes of another person * Audience looks at eyes to gauge a speakers truthfulness, intelligence, attitudes and feelings 39. Method for effectively practicing delivery * Go through your preparation outline aloud to check how what you have written is translated smoothly to your spoken discourse * Prepare your speaking outline * Practice the speech aloud several time using only the speaking outline. * Begin to polish and refine your delivery * Check for volume pitch rate pauses and vocal variety * Try it out on friends Intro Speech free essay sample This course is designed to acquaint students with the fundamentals of public speaking, organizational skills, social awareness, and critical thinking will be taught and used In class to Improve listening and speaking skills In all forms of communication. Through practice, interactive exercises, and class lectures, students will learn the importance of clear communication in all aspects of their professional and private lives. Group speech preparation, development of introductions and conclusions, as well as the ability to present a dynamic presentation will be the focus of this class.Required Text: Guide to Public Speaking by Lisa A. Ford-Brown My Gateway: Course material, class announcements and grades will be available for viewing at My Gateway. Course Requirements / Expectations: 1 . Attendance Is mandatory. Tardiness Is not acceptable. Tardiness Is counted as absence after the fourth occurrence. As responsible adults, you are expected to keep your commitment to be on time and attend class for the full time. We will write a custom essay sample on Intro Speech or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page THERE WILL BE A SIGN-IN SHEET FOR EACH CLASS. Attendance essential ;n an interactive, performance class. You are expected to have read each assigned chapter BEFORE the lass meeting. In order to succeed, you will need to remain current In ALL readings whether they are discussed In class that day or not, you need to complete speech assignments and attend ALL class sessions. Rather than a traditional lecture format, class time will be spent in collaborative learning activities, delivering and evaluating speeches and individualized diagnosis and repair of your public speaking needs. If a student misses more than 4 classes in a semester, he/she will lose 100 attendance points resulting in a maximum earned class grade in the B range. Bonus points are even for perfect attendance. 2.Each student is expected to be prepared to discuss the assigned text and to participate with class discussions and assignments. 3. One how to, one introductory, one informative, one persuasive, one ceremonial and one presidential with a team. 4. Each student will attend a speech given outside of class and write a critique of that speech. 5. Each student should be prepared for a quiz on assigned text materials and previous class discussions. 6. Intentionally disrupting class or a classmates speech will result in lowering the attendance grade. If disruptive behavior continues, the student will be expelled from class with a failing grade.Students are expected to act as adults in a business / learning environment. Disruptions include, but are not limited to: Coming to class late and being noisy when entering, doing homework during class, having a computer open in class, cell phone usage during class (this includes incoming calls TURN IT OFF), not showing respect for the instructor or fellow students. If you arrive late and a speech is in progress, wait outside the door until the speech is completed. 7. Outlines are required for our of the seven speeches. The how to speech does not need an outline, but a visual aid is recommended. The impromptu is given on a subject you will choose in class from a list provided by the professor. Your initial introductory speech will also have no outline. All others that earn 100 points or more will need an outline Handing in a printed Powering slide presentation will be counted as an outline. Bibliographies are needed with outlines. Outlines may be submitted prior to giving the speech via e-mail using Word formatting or must be handed in the day of the speech BEFORE the speech is given. Five points will be deducted if outlines are not turned in before the speech is given. . The four speeches that require outlines will also require a bibliography of three sources, documented PAP style. PAP will be discussed in a class lecture and it can be found in the Publication Manual of the American Psychological Association. 9. All speeches will be delivered in a conversational style from outlines or note cards. No speeches will be read. 10. Persuasive, Informative, Ceremonial, and Presidential speeches will require visual aids. Visual aid preparation, usage and etiquette will be discussed in class. 11. Speech topics must be approved prior to presentation.The instructor reserves the right to refuse duplicate speech topics or those considered ethically or morally inappropriate. Speech topics cannot be changed without the instructors permission. 12. ALL WORK MUST BE ORIGINAL IN THOUGHT, CONTENT, AND DELIVERY. Academic honesty is fundamental to the mission of the university and your reputation. Plagiarism is cheating and will not be tolerated. Students must inform the audience at all times when a source is being used as a quote, paraphrase, or analysis. For SIMMS policy on academic honesty, see the student handbook. 3.Sign up sheets will be available one to two weeks before speeches are due. If a student is NOT READY to give a speech at his/her assigned time, 5 points will be deducted from the score for EACH TIME the student is NOT PREPARED. Obviously, this will greatly affect the overall grade for the speech. SPEECH TYPES: You will be required to give seven speeches in this course. Introductory/Life Change Speech: Give basic information about yourself as an uniqueness of who youve become. (4-6 minutes) Example: Something about culture, family, special experiences, tragedies or passions a real statement about you. How to Speech: Give a speech to tell the class how to do something. This speech is presented in 2nd person. This means the audience will be expected to be able to do whatever is being presented to them. Visual aids are strongly recommended for this speech. (4-6 minutes. ) Impromptu Speech: In the real world, you may be an expert in some field. At any time, you may be called upon by a boss, client, friend, etc. , to talk about your knowledge of this subject. You will be required to deliver this kind of speech during class. A list of topics will be presented the day of the speech.You are to find a topic n which you would be considered an expert and then present this topic. (4-6 minutes) Informative Speech: You are to give a speech on new information. The purpose is to enhance the audiences knowledge about the subject and give YOU a chance to research something new. Gaining and holding the audiences attention is essential. Visual aids MUST be used. (4-6 minutes) Persuasive Speech: This speech should be one that shows opposing points of view, presents information to persuade an audience to change their way of thinking, think about something new or to reinforce an already agreed upon solution.More than one point of view MUST be presented. Visual aid is required. (4-6 minutes) Special Occasion, Commemorative, or Ceremonial Speech: This speech should be one of tribute, inspiration or celebration. The purpose is to increase the audiences good will and respect toward your subject. It can praise an event, a person, a social group, an institution or profession. Visual aids MUST be used. (4-6 minutes) Presidential / Group: This speech is a group project. The instructor assigns groups early in the semester. This speech will present a topic of presidential proportions.Presentation styles will be discussed in class but each group member MUST be a presenter. Visual aids MUST be used. Minutes) Throughout the semester, each group will have opportunities to meet in class when time is available. During this time, the group will also have the opportunity to narrow down its topic for the Group Presentation. It should be a topic that can easily fit into the process defined in the Reflective Thinking Method. 1. Define the problem 2. Analyze the problem (research) 3. Establish criteria for solving the problem (more research based on previous research) 4.Generate potential solutions (pros and con viewpoints) 5. Select the best solution as determined by the group based on the research and present to the class current events issue. This project requires research by each group member at meetings outside of class. The group must do original research of its own, not Just information from known sources. Research may be in the form of a viable survey (to be discussed in class), face-to-face interviews or other traditional methods. This research with all other research MUST be documented in your bibliography.All team members receive the same grade for this project; however, each group ember has the opportunity to evaluate his/her team members after the presentation, which could affect the grade of someone who did not participate in the project. A Team Charter with consequences of nonparticipating will be drawn up and agreed upon by all team members as soon as teams are formed so everyone knows the results of his/her actions. The main speech text and outline with sources are to be presented to the instructor BEFORE the presentation with the names of all team members.You may use a professional speaking engagement, a eulogy or other church sermon, etc. The written assignment should be 2. To 4 pages, double-spaced and written clearly and concisely. Use standard 1 margins and standard fonts such as Times or Arial 12 apt. Give full details of who gave the speech, when and where the speech took place. Guest speakers in other classes are acceptable but not other instructors lectures. Speeches given in this class are NOT acceptable for critique, nor are the speeches shown in class. The due date for this assignment is Wednesday, March 20, 2013.

Kent State University Essays - An Edible History Of Humanity, Books

Kent State University Essays - An Edible History Of Humanity, Books Kent State University "Agriculture, the Game Changer" by Jada Garrison "An Edible History of Humanity" by Tom Standage Jada Garrison World History Ancient and Medieval Hist-11050-002-201780 Professor Shane Strate 7 November 2017 "An Edible History of Humanity" made it clear that the impact of agriculture on humanity plays a role in many aspects. The author is making the point that the importance of agriculture is a major employer, even of today's society. This text also brings to the table the aspect of the solution to feeding the world who, at times, were starving. The outstanding gains in technology that contributed to the advances in agriculture that made these things possible. Who would have thought corn, wheat, potatoes, and rice would have been the starting blocks of the wide, wide variety that agriculture offers today. The agriculture revolution is arguably the most important turning point in human history, from simple transactions in trade to establishing entire empires who took in these newly found techniques to benefit their rise in society. Agriculture brought about many advantages, as long as some disadvantages. Human society may have never formed into what it is today. At the beginning of time the little civilizations that stuck together were based off of a hunter-gatherer food supply. Members of these communities would spend hours hunting and whatever they brought back to be prepared would be shared with the peoples of the civilization. A hunter-gatherer's structure of society was mostly one-leveled or equal. Everyone in the community worked towards the same thing, providing food. This did not leave for much of a multi-tiered society, everyone had the same social standings for the most part. When the hunter-gatherers would settle into permanent spots they would sometimes settle near a farm. On occasion the hunter-gatherer would pick up on the techniques and then decided to farm as well. "Alternatively, hunter-gatherers on the fringes of farming areas might have decided to follow suit and become farmers themselves, adopting the methods [] of their farming neighbors." (Standage, pg 23). According to Standage this may have been due to "cultural diffusion", this is when the spread of cultural beliefs and social activities occur. Though the hunter-gatherers diet was thought to be healthier and more beneficial because they ate more meats, "rather than relying on a few stable crops." (Standage, pg 30), unlike farmers. The conversion of the hunter-gatherer society to an agriculture society brought many changes. The need for a larger food supply, social order, and organizational skills. In the agricultural civilizations there was a need to keep things in order, the "Big Men" or farmers who gained control over food supply became more powerful. The debt that was owed to them is what made them most powerful, though. The more debt owed to him the more food he would take as payment, when he obtained more food it would "legitimize the leaders position" (Standage, pg 50). Another strategy of gaining the most storage of the communities agricultural surplus could lead to a leadership positon. "Elaborate public-works projects then legitimize the leader's position..." (Standage, pg 42). Standage makes the statement of "Food was wealth, and control or food was power" (Standage, pg 13) this is proven true with how the civilizations created their social rankings. Each civilization had their own set of social classes, but for the most part they contained; the ruler, the appointed, military class, craftsmen, farmers, peasants and slaves. Some classes Many set these classes apart, finical status, training, and the simple fact of what class you were born into. In some societies you could work to make your way up the rankings, but in most what you were born into is what you stayed in. Social classes were being more of an necessity as the population grew and new advancements came about. Rulers had to know how to gain trust or legitimize himself. They could often do this by showing leadership characteristics in big projects being conducted throughout the civilization. A major project that was needed to be organized in their times were the irrigation systems. "One theory contends that a big man or leader can become more powerful by coordinating activities, particularly irrigation. [] control of the irrigation system would confer power on the leader" (tandage, pg 41).

A Study On Peoples Skill During The Social Engineering Of The Digital Age And Owning The Box

A Study On People's Skill During The Social Engineering Of The Digital Age And Owning The Box Social Engineering and Owning the Box I once worked as a Security guard for Quebecor World in Lincoln, NE. Nothing glamorous by any means, but unique in the fact that my 5.75 an hour rent-a-cop security guard job required me to go through a 1 month background check complete with credit record and criminal record pulls, interviews with the State Patrol, and multiple inquiries into my previous employment history. Why would this be necessary for such a mundane job? Who cares about the criminal background of a security guy on third shift at a printer? Quebecor prints, among other things, AOL CDs and pre-approved credit card applications and has at any time several hundred thousand names, addresses, phone numbers, credit card numbers, and social security numbers in (relatively) plain view. The dumpsters are locked outside. A special shredder devours waste paper into confetti pieces smaller than the end of an infants little fingernail, and then shreds them again. Not that these precautions are not a good start, but in about 10 minutes, an employee inside with a grudge or someone with access to some money can enlist the help of a for profit company to reconstruct paper shreddings into a semblance of the original document or just walk out of the facility outright with thousands of peoples private lives in their hands. Noticed anything unusual in your credit report lately? In this paper I researched social engineering. I examine a bit of its history, designate it as a non-technical means of obtaining information about and ultimately entry into a computer information system, I looked at two prominent old school social engineers. I then describe some basic precautions that are effective no matter what level of information system is employed. Social engineering, and its related type of information attack dumpster diving, is IT slang for using non-technical means to compromise an information system. It is one of the most interesting aspects of computer network security and most effective means of intrusion because the human element of computing will never go away. Someone must design the systems, implement, train, and ultimately use them. Even with the science-fiction horror stories of computer gone amuck we will always have humans at terminals somewhere, sometime; thus any computers information is vulnerable to a psychological attack. The gray goo scenario of Eric Drexler (famous for saying that smart, microscopic computers could take over the earth), though a possibility in the future, is not possible at this time because of the current limitations of technology. The author himself has stepped away from his landmark mid-80s theory as well, saying that he wishes hed never made the statement because of the immense impact i t has had on stifling new research into computer miniaturization. Social engineering is not a new intrusion technique. CERT/CC published an alert describing increased incidence of unauthorized entry attempts to computer systems in 1991. The explosion of the Internet amongst those former non-computer users made successful attempts all the more probable, a security issue that still occurs every day despite more than ten years of familiarity. Prior to the Internet, social engineering was evidenced in the cracking of the phone system with red and blue tone generator boxes, enabling the user to make calls to other locales (including across continents) while charging the costs to another extension. Sometimes the calls were charged to the phone company itself as a way of thumbing a nose at the establishment. The tone boxes themselves and their use did not require any personal contact since they could be built from plans that were freely accessible in cracker zines like 2600(named after the frequency of 2600HZ required to generate a call accept tone in ear ly ATT phone systems) and Phrack. The originators of the tone boxes needed to have an intimate knowledge of the phone system and how it operated from the local exchanges and on thorough the greater network. This knowledge was gleaned, when possible from dumpster diving (using personal information is not necessarily a crime even today if gotten from discarded manuals, receipts, internal memos, and other proprietary documents that have been disposed of and are outside the facility) and calling phone operators or engineers and posing as a member of some other part of the network claiming to need some sort of information. Some famous early phreakers did not have the stereotypical persona of crackers/hackers that seems to be prevalent in the media today, that of the technically talented nomadic loner, or the social misfit bent on some sort of hacktivism. Most of them were extremely intelligent people with few others to share their knowledge. A few were trained by our government for wartime and found their skills gave them a significant, though not very respected advantage over non-technical people, as is the case with John Draper a.k.a. Capn Crunch. Draper earned his name from his use of a toy whistle found in a cereal box that generated the 2600HZ tone necessary to fool the phone system. John popularized the use of this whistle, and became known by the hacker handle Capn Crunch. John became infamous, and was arrested in May 1972 for illegal use of the telephone companys system. He received probation, and then was arrested again in 1976, convicted on wire fraud charges because there were no other current laws under which he could be tried, and spent four months in Lompoc Federal Prison in California. Since then, he has held a variety of positions and given interviews on his experiences during the earliest days of long distance hacking. To his credit, Draper didnt single-handedly discover the vulnerability in the system, nor did he exploit it for much personal gain other than phone calls. There were, however, some phreakers that tried to use this technology, crude at the time, to play pranks that could have resulted in serious Na tional Security repercussions. One such touted phreak was a phone call to the then President Nixons bomb shelter in VA; another was (allegedly) a call to the Pope by Steve Wozniak. This was all possible because the phone system in the late 60s and early 70s was set up so that voice transmission and signal data was sent on the same line. To save money, ATT set their entire network to this 2600HZ standard. As the knowledge spread, the growing number of phone phreaks became a minor culture onto their own. They were able to train their ears to determine how the long lines routed their calls. Sympathetic (or easily social engineered) telephone company employees gave them the various routing codes to use international satellites and various trunk lines like expert operators. Phone company engineering information was also freely available at most major universities in the reference section since the engineering departments utilized the information in partnerships with the companies to help train new engineers. Once the phone company figured out what was going on, it immediately went to the major universities and red flagged their engineering manuals and removed them f rom circulation. The information was already out there, though, and until ATT updated their switching technology and proceeded to subpoena phreakers under the wire fraud act it continued sporadically into the early 80s. Another well knows social engineer needs almost no introduction. Arrested in February 1995 for allegedly stealing 300 million dollars worth of source code from victim companies, his charges were eventually lowered to 2 counts of computer fraud, wire fraud, impersonation, and misuse. Whatever one may think of hackers/crackers, at the time of Mitnicks capture the judicial system was unprepared to deal with the theft of intellectual property. As a result, Mitnick was held for 4.5 years in federal prison, 8 months of it in solitary confinement, because it was argued that he was an armed federal felon. (armed with a keyboard he posed a danger to the community.) The source code that he downloaded was soon made available to any user that requested it by SUN, so their claim of R D losses was deemed inadmissible. Kevin Mitnicks journey through the criminal system is disheartening at best for any computer user that wants to pursue a career in computer security or intrusion detection and response because many of the tools utilized to trace such activities can be used for illegal reasons. The governments case against him originally had 10 victims listed and 27 counts. Among those victims are Novell, Nokia, and SUN Microsystems- companies that suffered no losses , but because Mr. Mitnick had a cell phone by those providers at different times and because he had a Novell program on his computer they are listed in the same weight SUN. None of the 10 companies listed in his indictment have ever filed reports for the loss to shareholders with the Securities and Exchange Commission. Kevin Mitnick though technologically proficient, accomplished much of what he did by talking. Posing as employees of the phone company, various computer or other technology companies, and asking someone low in that companies hierarchy for seemingly unrelated bits of information (known now as N.O.R.A.- Non-observable Relationship Awareness) allowed him to gain super user access to most of the systems that he was eventually charged with tampering with. A really competent social engineer can make a target trust him or her to such an extent that the worker casually gives out sensitive internal information. It may not be a significant disclosure in and of itself, but the information gleaned by such manipulation can easily be combined with other small bits to produce a detailed and dangerous roadmap to organizational treasures. One way I worked on developing the skills of my craft, if I may call it a craft, was to pick out some piece of information I didnt really care about and see if I could talk somebody on the other end of the phone into providing it In Congressional testimony before Senators Lieberman and Thompson years later, Mitnick told them, I have gained unauthorized access to computer systems at some of the largest corporations on the planet, and have successfully penetrated some of the most resilient computer systems ever developed. I have used both technical and non-technical means to obtain the source code to various operating systems and telecommunications devices to study their vulnerabilities and their inner workings. The concept of social engineering is one that transcends computer model, operating system version, etc. Many computer types just dont understand it; in the same way they dont understand office politics. Bruce Schneier, a computer security consultant said by The Economist to be a security guru has this to say about the subject, Security is not a product, and its a process. Many security administrators look at network security as a technological problem rather than a social one. They approach it with the mindset of applying the latest firewalls, intrusion detection systems, access controls, and (sometimes) draconian user policies in hopes of preventing an attack or possible loss of proprietary information. How does an organization defend against social engineering? Defending against social as well as technical threats should be part a defense in depth strategy, but its often ignored. Businesses cant assume that users know better than to give out their passwords. Unless explicitly instructed otherwise, the average employee has no reason to question someone who seems to have a legitimate reason for asking. Even IT team members who are security-conscious might be hesitant to ask for proof of identity from an irate person claiming to be a member of upper management. Protecting the network from social engineering attacks requires, first and foremost, a set of security policies that lay out the reasons and procedures for responding to these types of requests. Just developing the policies is not enough. In order to be effective: All members of management must agree to the policies and understand the need to properly prove their identities when making requests for passwords, etc. The policies must be disseminated to all users of the network, with education and training provided as to why compliance is essential. There should be explicitly defined consequences for violating the policies. Security policies should be specific and should address such issues as: Strong password policies: minimum length, complexity requirements, requirements to change passwords at specified intervals, prohibition on dictionary words, easily guessed numbers such as birth dates and social security numbers, etc., prohibitions on writing down passwords. Prohibitions against disclosing passwords, to whom (if anyone) passwords can be disclosed and under what circumstances, procedure to follow if someone requests disclosure of passwords. Requirement that users log off or use password protected screensavers when away from the computer, cautionary instructions on ensuring that no one is watching when you type in logon information, etc. Physical security measures to prevent visitors and outside contractors from accessing systems to place key loggers, etc. Procedure for verifying identity of users to IT department and IT personnel to users (secret PINs, callback procedures, etc.). Policies governing destruction (shredding, incineration, etc.) of paperwork, disks and other media that hold information a hacker could use to breach security. Social engineering is the easiest way for a hacker to gain access to your network, and one of the most common yet many companies spend thousands of dollars on thwarting technical attacks and do nothing to prevent exploitation of the human factor. Establishing policies is the first step in preventing socially engineered attacks, but perhaps the most important step is educating employees to make them aware of the danger of social engineering. The people who fall prey to social engineering scams whether its a ruse by an outsider pretending to be a company manager who needs a password changed or e-mail from a stranger pretending to be a wealthy Nigerian with money to give away are those who havent heard about the scam. Security awareness should be part of the training of every employee who uses the network, and in order to be effective, it should be ongoing. Forewarned is forearmed, especially when it comes to social engineering. One of the most daunting aspects in social engineering is the sheer number of methods that can be utilized by an attacker. In fact, the only limiting factor is theimagination of the attacker and the susceptibility of the chosen targets. Social engineering tactics usually exploit identifiable human traits such as fear, greed, and trust, and use the somewhat predictable response characteristics of these traits to obtain information that would otherwise be inaccessible. Social engineering doesnt have to be between people or attack these traits at all however. Other tactics such as dumpster diving and eavesdropping require no human contact and no need to go through the hassle of exploitation, yet still yield vast quantities of information, which can be used as is or taken and assimilated into ammunition for a more elaborate social engineering attack.

Young people's news consumption Essay Example | Topics and Well Written Essays - 1000 words

Young people's news consumption - Essay Example There were implications for the decline in news readership for the role of mass media in creating an informed citizenry (Mindich, 2005). The value of news, whether being portrayed through television or via media, has been found to vary among different age groups. Even news on television fails to attract the interest of young crowd who often claim to follow the news only when something of particular relevance to them is happening. In fact, about 64% of the young adult viewers in UK have been found to have no interest for the news happening everyday on television. (Ursell, 2003) Today, the technology of journalism has improved significantly. The mode of presenting news to its viewers has been shifting from print age to digital age. But the culture of news consumption on daily basis has not developed yet among the young people. As said by Roger â€Å"With each passing year, young people grow less interested in the news, regardless of how it's delivered† (Roger, p. 1, 2009). With each passing year, young people have lost their interest on news, no matter in how they are delivered. (Ursell, 2003; Mindich, 2005) Statistics have shown that both newspaper circulation and network newscast ratings have declined persistently and the audience that was there grows ever older. (Even morning news shows, once thought immune to such trends, are now losing viewers.) â€Å"A Harvard survey found that only one in 20 teens and one in 12 young adults read a newspaper on close to a daily basis†. (Rogers, p.1 2009) On the other hand, the news casted online, fares a little better. In 2008, a recent study found that about 64% of 18-to-24-year-olds had viewed a newspaper online within the last year. But by 2009 that also had dropped to 54%. The figures are even more worrisome when the study focuses on whether a respondent had read online news at all - even once - in the last year. Hence, it is necessary to look into the matter that contributes to low news consumption among the youth. (Rogers, 2009) Causes of low news consumption among youth: Time constraints: The young crowd, especially the teenagers has lot of activities during a day. They have to attend school and some also have to go for work. They also have their other personal interests like sports, entertainment and socializing. As a result, they have very less time to have a watch on the news. It is not that they do not want to know what is happening over the world but the problem is that by the time they have a chance to look for news they become very tired. That time they want to relax more rather than to have a look on the news channels. (Hesmondhalgh, 2006; Mindich, 2005) Trivial and sensationalized news content: At times it has been seen young people criticizing the media for promoting gossip based stories, such as repeatedly broad casting the stories of the death of Anna Nicole Smith and the story covering Britney Spears shaving her head and going to rehab. The young crowd believes that t here are many newsworthy stories that should come up prominently and aired properly. They often get bored by the content of the news as they feel it to be boring, not newsworthy, trivial, and depressing. (Leadbeater and Oakley, 1999; Zerba 2004). Dated delivery approaches: The young crowd prefers more short writings both in newspaper and on the internet and for instant delivery on the television. They want the news content to be presented in a proper way that will takes full advantage of the medium through which it is being delivered and should be right to the point. . (Leadbeater and Oakley, 1999; Zerba 2004). Negative parental influence: Even though most of the families subscribed to a newspaper, many of these respondents are not encouraged to read the newspaper. . (Leadbeater an