Impact of Misleading Media

Impact of Misleading Media Misleading media is one of the major problems in many countries which had been discussed by many people to try and decide what are the reasons and the effects of this enormous problem on the society. No one can deny that the media contributes to the formation of the ideas of the nation, and this helps to improve the country and urges the nation to progress and develop, or it can lead to either corruption, misleading and wash brain which destroys the countrys rules and makes youth and people un aware from the truth. Misleading media has many causes as the absence of ethics, governmental rules on freedom of media and power distribution which has many effects like corruption, money laundry, unawareness and ignorance. One of the main causes of misleading media especially in Egypt is the absence of ethics and morality and the search for only one purpose which is profit. It can be in many ways starting from taking half truths and changing it by any means necessary to full lies. The media tends to report rumors, speculations, and projections as facts How does the media do this? (London, January 1993). In addition to the new fashion of using bad words in media which made the society to lose their morality and ethics. People in the street all they do is calling each other with bad words with no shame or regret that started to be so rude and disgusting and lost their way of civilization. Also they started talking about adult issues in most of the channels without even considering who is watching them even if they were children all they care about is a lot of watchers whether they approve of that or not. This enormous problem started to make people ignorant, un civilized and wash brained. The society is failing and most people disagree with such media that cannot respect morals and ethics but media only cares for many viewers to gain money that made people also lose their respect to each other and started misleading each other to gain profit and power but also the increase of corruption which lead to many evil deeds as money laundry and the spread gangs which lead to the spread of turbulence.Journalists’ corruption and lack of professionalism in the Egyptian press were highlighted in several academic studies. (El-Nawawy, spring 2014). From the main causes of misleading media in Egypt is absence of governmental rules on media as even government is ignorant that every freedom must have laws to remind people to not cross others lines of freedom and government is leaving media without rules. No rules on the right language to be spoken in news, television shows and newspapers. Even there is no rules to make some issues and subjects to be watched only by adults. In addition to the absence of laws that define the lines that media cannot cross whether someones personal life from acting stars to even politicians or issues that cannot be discussed at all without interfering with the media freedom. Also government should make sure that every news said is a full true without converting words or changing truth or even talking half truths which is the same as a lie. This lead to many huge problems as media started to make their own news not real or truthful one and started to talk on television shows about very un appropriate i ssues whether for adults only or issues that must be studied first and gain information about well before talking about it which make Egypt look like ignorant people with no knowledge which makes educated people feel terrible for their ignorant country. All of us who professionally use the mass media are the shapers of society. We can vulgarize that society. We can brutalize it. Or we can help lift it onto a higher level. (Alexander, 2014). Misleading media is a problem that has many causes but the need for power and its distribution is one of the main causes of it. Many greedy rich corrupted politicians or even private organizations focus on using media for their need of power by many ways starting by spreading lies in the news and talking half truths against their enemies and using it against them. Also the need it to all the time especially to justify sometimes any problems the face against breaking laws and problems to wash brain and spread ignorance for their profit and power only without caring about laws or the development of the society and its effects on the people from injustice and ignorance. They use media for money laundry and corruption to gain their needs and only theirs. The medias the most powerful entity on earth. They have the power to make the innocent guilty and to make the guilty innocent, and thats power. Because they control the minds of the masses. (London, January 1993). This effects the societ y and its progress by failure and spread of oppression, poverty, ignorance and corruption. This breaks the laws and defies human ethics and morality which is taught in every religion. Because the best succinct definition of power is the ability to get others to do what one wants. (Entman, 2007). The medias power is frail. Without the peoples support, it can be shut off with the ease of turning a light switch. (Alexander, 2014). Misleading media have been a major problem in Egypt which have many causes. Media lost their principles and respect of the morality and ethics of the society and started to focus only on gaining profit form made up stories because of the absence of the governmental rules and laws that make them does not interfere with peoples personal lives and protect their privacies. In addition to the help of the greedy corporations and politicians that make use of media as their toy for washing the brains of the people and controlling them to gain what they need without caring about the society which is a power that cannot be stopped. This terrible problem lead to many horrible effects on the society and the people from the spread of loss of ethics and morals between people and the spread of corruption , money laundry and gangs which made the countrys future rough on the next generations that lost the meanings of civilizations and the spread of ignorance, deterioration and injustice. Medias misleading way should be stopped and treated with to solve this problem or this media will destroy our society. References: Alexander, A. (2014). Role of the media . Journal of Communication . El-Nawawy, M. (spring 2014). One country two eras. Global Media journal . Entman, R. (2007). Meida in the distribution of power. Journal of communication . London, S. (January 1993). How the media frames issues.

The Gravity Model of Trade

THE GRAVITY MODEL OF TRADE 1 Assignment 1: The Gravity Model Of Trade: Do Size And Distance Matter For The Exports Of Japan? THE GRAVITY MODEL OF TRADE 2 Abstract In the field of international economics, the gravity model for trade reveals that bilateral trade is directly proportional with the extent of the economy (usually expressed in GDP) and inversely proportional with the geographical distance between the analysed entities. The present report illustrates the model for the case of Japan, elaborating the trade patterns created among it and its 9 main trade partners.The parameters for the gravity equation are estimated and the relation between GDP and exports for the countries in question are depicted through a scattered plot, for a more in-depth view on the connections. By testing the model it can be observed that the trade relations of Japan are being influenced by the size of the economy and the distance to the trade partners. (JEL F100, F170) THE GRAVITY MODEL OF TRADE 3 The la w of universal gravitation was published by Isaac Newton as a general physical law.Its application was later on spread into various fields of research, succeeding to explain a series of scientific phenomena. In international economics, the gravity model of trade is used in order to predict bilateral trade flows in respect to the economic performance (measured in GDP) and distance between the two states taken into consideration. The present report aims to illustrate the gravity model of trade for the particular case of Japan, revealing how size and distance influence the country’s exports, centering the study on the relation among Japan and its 9 top trade partner countries.The model will be tested by estimating the parameters of the gravity equation, namely the elasticities for GDP and distance. In order to estimate the gravity equation, the R statistical software has been used. The data set contains information regarding exports, GDP and distance to destination country, retr ieved from the 2011 International Trade Statistics Yearbook of the United Nations. All data has 2011 as the year of reference. The GDP value for each country has been converted into billions of USD, in order to maintain the same unit of measure.Example: China’s GDP 2011 = 47. 16 trillion CN? ;exchange rate: 1$ = 6. 4588 CN? ;therefore, China’s GDP for 2011 amounts to 7,298,147 millions USD. Figure 1 shows Japan’s trade as percentage of the exports of the top-9 export destinations in 2011, versus the GDP as percentage of the total GDP reported by the top-9 export destinations. As it can be seen, China does a lot more trade with Japan than even with the U. S. A, the main reason being the small distance between the two states, which THE GRAVITY MODEL OF TRADE reduces transportation costs.In addition to this, the cultural factor has also to be taken 4 into consideration, as both Japan and China are Asian cultures sharing similar values and tastes; therefore they hav e a look-alike pattern of trade. The linear equation appears as it follows: z = 12. 03 + 0. 05 x1 – (-0. 15) x2 The coefficients of correlation in respect to GDP are b = 0. 05, therefore there is a weak relationship between trade and one country’s GDP. The coefficient of correlation in respect to distance is c=-0. 5, therefore there is also a weak relationship between trade and the distance between Japan and the trade partner country. The direct effect is that trade increases by 0. 05% when the partner country’s GDP increases by 1%, while it decreases by 0. 15% when the distance to the partner countries increases by 1%. The mean and the standard deviation (descripted variables) have been computed for the variables: GDP, exports, distance. GDP: mean= 1556897. 3, standard deviation= 2417090. 79 Exports: mean= 58211. 7, standard deviation= 52047. 57 Distance: mean=4319060. , standard deviation= 3462913. 81 The results obtained depict that the model it is indeed ver ified, but the correlations are not strong enough in order to fully explain the patterns of trade between Japan and its 9 main trade-partners. Nevertheless, we can observe that both distance between countries and the size of one country’s economy are factors that influence the trade between two states. THE GRAVITY MODEL OF TRADE 5 References: American Economic Association, JEL Classification Codes Guide. Retrieved October 6, 2012 from: http://www. aeaweb. org/jel/guide/jel. hp Centre d'Etudes Prospectives et d’Informations Internationales (CEPII) (2011). Geodesic Distances. Retrieved on October 6, 2012 from: http://www. cepii. fr/anglaisgraph/bdd/distances. htm International Monetary Fund. (2012). International Financial Statistics Yearbook 2012. Washington, DC: International Monetary Fund Krugman, Obstfeld, and Melitz (2012), International Economics Theory & Policy, (9th edition), Pearson Education United Nations. (2011). 2011 International Trade Statistics Yearbook. New York: United Nations. Retrieved on October 14, 2012 from: http://comtrade. n. org/pb/CountryPagesNew. aspx? y=2011 United Nations Statistics Division, Countries or areas, codes and abbreviations. Retrieved October 15, 2012 from: http://unstats. un. org/unsd/methods/m49/m49alpha. htm THE GRAVITY MODEL OF TRADE 6 Table 1 Japan’s Trade Partners Country Exports (millions USD) China USA Republic of Korea China, Hong Kong SAR Thailand Singapore Germany Malaysia Netherlands 162062. 1 127679. 0 66167. 5 42954. 4 37530. 60 27264. 60 23505. 50 18796. 00 17945. 80 GDP (millions USD) 7298147. 00 14660400. 00 1116247. 00 243666. 00 345672. 00 259849. 0 3607364. 00 287943. 00 838112. 00 2098111. 00 10855. 59 1156. 67 2891225. 00 4612997. 00 5326388. 00 9298341. 00 5329095. 00 9303377. 00 Distance (km) Source: Data retrieved from the 2011 International Trade Statistics Yearbook of the United Nations (2011 – year of reference) Table 1 THE GRAVITY MODEL OF TRADE 7 Figure 1. Which a re the closest trade partners for Japan? This figure illustrates Japan’s trade as percentage of the exports of the top-9 export destinations in 2011, versus the GDP as percentage of the total GDP reported by the top-9 export destinations.

Instructional adjustment Essay

Introduction: A survey polled some 770 students and asked how much effort they felt they were putting into their schoolwork. To everyone’s surprise, the students with low grades thought they worked as hard as anybody! Yet when their study habits were examined, it was discovered that they actually did far less homework than their high-achieving schoolmates (Awake, 7). It appears that their teachers were at least partially responsible for this delusion. Perhaps they felt that these low-achieving children were not capable of much to begin with. Or they may have felt that merely being warm and friendly toward them was enough to motivate them to excel. Whatever the case, it seems that the teachers highly praised the students’ most minimal efforts. Passing grades were routinely given out merely for attending class. The children were made to feel that they already worked as hard as they could. Thus they did little to improve. This is among the problems occurring in schools and other training institutes for children. According to surveys, there should be more creative and interesting strategical approaches that They polled some 770 students and asked how much effort they felt they were putting into their schoolwork. To everyone’s surprise, the students with low grades thought they worked as hard as anybody! Yet when their study habits were examined, it was discovered that they actually did far less homework than their high-achieving schoolmates. It appears that their teachers were at least partially responsible for this delusion. Perhaps they felt that these low-achieving children were not capable of much to begin with. Or they may have felt that merely being warm and friendly toward them was enough to motivate them to excel. Whatever the case, it seems that the teachers highly praised the students’ most minimal efforts. Passing grades were routinely given out merely for attending class. The children were made to feel that they already worked as hard as they could. Thus they did little to improve. teachers should use to be able to attain a better result from teaching students who are both considered slow and advance learners. In short, both groups of students should be able to be catered by the strategies to be applied. In this paper, a wide array of choices and steps shall be discussed to answer the said problem in teaching and training. The Teaching Strategies: Every study time must include reviews of the past learned lessons. This will help the students remember the lessons that were learned during the last meeting for the class and thus refresh in their memories the overall content of the subject. After the review, the presentation of the new concept must be performed by the teacher. The following are some examples of being able to do so in such an interesting way for both the slow and advance learners: †¢ Presentation using illustrative drawings-children and students of all ages often enjoy the drawings shown to introduce a certain topic. †¢ Usage of Mind games- as an introduction let the students think in a fun way. †¢ Introduction using a story- this will help the students think and analyze what is going to be discussed. Aside from this, the students’ attention will be caught by the story. †¢ Usage of Media- there available VCDs and DVDs provided for several subjects in school. This could help the students enjoy while they learn. †¢ Usage of technology- computer presentations and other presentations using technology inventions could help the learners find a way to understand the topic in their own pace. †¢ Relate the topic to reality-Usually the certain topics discussed in school are based in real life †¢ Use key words to introduce the topic-Usually one word keys that introduce a whole topic helps the students remember the lessons easier. †¢ Use open-ended questions- letting the students think will help them comprehend better on what is being discussed in class. †¢ Encouraging a role play activity- this will allow the students have a refreshing start for a new lesson †¢ Giving handouts about the new lesson After introducing the lesson for the day a guided procedure must follow through to help the students go along with the topic for the day. Here are some hints in guiding students effectively: †¢ Using a diagram- an illustrated and colorful diagram could help the students visualize the activities †¢ Use guided questions- give the students the chance to decide on how they are going to go about the lesson. †¢ Go beyond the book- do not just use the book as a source, instead let the students prepare their own sources and let them share it in class for classroom participation. †¢ Prepare handouts Aside from classroom discussions though, students who are assumed to be slow learners must be encouraged to do independent practices which may include the following: †¢ Remedial Classes †¢ Extra Homework Activities †¢ Extended class sessions for a group of students †¢ Students assist students program †¢ Extra project for make-up home works for classroom activities which they could not cope up with. †¢ Encourage home reading activities †¢ Making considerable time adjustments for a student’s completion of school requirements With all these guidelines, a student is supposed to comply with the teacher’s strategies and if that doesnn’t happen, some interventions might be necessary for the teacher to use like: †¢ Finding the root cause of the problem †¢ Identifying the student’s learning stage or learning pace †¢ Match students to appropeiate levels of learning †¢ Adopt evidence-based intervention strategies †¢ Require active response †¢ Review, review. Review. If all this things shall be considered in teaching a group of students comprising of both the advance and the slow learners, agreeable results are to be gained since all these are already proven effective by many teachers worldwide. Hence, the teacher must always see to it that every learning need of each student in a class is sufficiently provided. BIBLIOGRAPHY: Magazines and Journals: â€Å"Pay constant attention to your teaching†. (August 8, 1984). Awake! Watchtower Bible and Tract Society. Brooklyn, New York. 13-15. â€Å"How can I Improve my study habits†. (March 15,1999). Awake! Watchtower Bible and Tract Society. Brooklyn, New York. 7. â€Å"How important are grades? † (March 8, 1984). Watchtower Bible and Tract Society. Brooklyn, New York. 12-15. Internet Source: Steven R. Shaw, Ph. D. , NCSP. (2005). Academic Interventions for Slow Learners. http://www. nasponline. org/publications/cq285slowlearn. html. (17 June 2006). Books: Castillo, R. 1991. Teaching learners to learn. English Teaching Forum, 29, 3, pp. 28-30. Mercer, C. and A. Mercer. 1989. Teaching students with learning problems. Columbus, Ohio: Merril Publishing Co.

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