The Conflict Between the Arguments for Determinism and Free

The Conflict Between the Arguments for Determinism and Freedom Essay 1. Discuss the conflict between the arguments for determinism and freedom. Everyone in this world has asked this very old question: Are we humans really free in our willing and choosing, or are we predetermined to be and to do what antecedent â€Å"programmingâ€Å" dictates? We feel great for the things we go correct but we feel guilty and blame ourselves for bad decisions. How can we be sure the existence of freedom exists and not that its just a plain illusion. We also find ourselves in a dilemma we have to sides we have the feeling of being free and on the other side we have a feeling of being etermined to accomplish something. In reality we come to the real human dilemma we are both determined and free; and somehow work around the contradictions until we achieve a viable understanding on how both can be true. We as humans operate on the assumption that human beings can be morally and legally responsible -if our assumption of freedom is false, then life as we live it is a cruel joke founded upon a tragic illusion. We are not what we think we are; life is not what we think it is; the rules of the game are not what we thought. Skinner’s way of thinking, â€Å"freedom is a myth, and a dangerous yth because we have invested the myth and its symbol (â€Å"freedom†) with something close to sacred qualities. Freedom is an emotion that is a conditioned response, conditioned (cause) response. If we can’t explain human choice by cause and effect, then there is no answer. There is no other way to explain human choice. No explanation for what freedom means . By selecting specific causes and (stimuli), desire effects (responses) will result. Sartre is convinced that there is no determinism of any kind . Nothing tells me what to do, I decide; I myself decide, I cannot blame God, or others or y past environment , I am now what I make myself to be, I have to accept the consequences of my own freedom, take the responsibility for my decisions, and face the consequences thereof. Environment influences my freedom. Confuse my freedom with uperconditioning. Sartre claimed that man is condemned to be free. A person is the center of freedom. We exist in a world without guidelines. Nothing = no meaning. We live in two realities objective which is real and the subjective not real. Its choose what I want to be and become- so human meaning is nothing. Meaningful things in life would be: ultural norms, what u was brought out to be, and social norms. But to live means to dream a million dreams and forge ahead to catch the fullness of our being. There is nothing to help us, because the moment we became conscious of what we are, then we became responsible for everything we are and do. Freewill: the human consciousness is not subject to the same casual principles that the scientists assumes to operate in the rest of the physical world. A human is free, absolutely and unconditionally free; â€Å"there is no determinism-man is free, man is freedom†. Sartre: human life is inescapably tragic. Live life without myth: means for an explanation for life, getting through life with the human condition and living with that. This can have self cons to make yourself feel better. Sartre wants us to be accountable for our doings, what we do is our responsibility, we assume the consequences for our doings. He doesn’t want us to loose our freedom. Self deception becomes the center of consciousness that becomes and ties with the egocentric predicament. We have to be authentic in our minds choice becomes ours, our actions our own, and the consequences ours. We see how freedom becomes more of a choice, eterminism as the definition defines it: the assumption or doctrine that every event in the universe has a prior cause and that all effects are at least theoretically predictable in all the causes are known; becomes conflicting with freedom, because freedom as I mentioned is more of a choice, because every choice we make comes with a consequence. Its not predictable as determinisms explains. 3. Discuss Toynbee’s â€Å"organismic interpretation† of history. How is it different from that of Marx and Hegel ?  Arnold Toynbee’s Study of History was a research program where he discovered he meaning of history and of the western civilization. In his study he discovered patterns. Consistent, clear patterns of birth, growth, maturity, decline, disintegration, and death for each and every civilization in the world. To him the patterns were unmistakable, and he tried to study the movements of civilizations without prior doctrinal commitment. He believed that the patterns he was were real, not subjective. He gave labels to the stages of development; a â€Å"primitive society†, â€Å" creative minority†, and the â€Å"dominant minority†. Toynbee’s philosophy of history runs something like this: individuals experience a state f peace and contentment, then disillusionment and suffering, after that comes salvaging of values, then again a period of contentment and peace and the cycle repeats itself again. What Toynbee was saying in general was that people don’t get down to the business of assessing life’s values until their loss compels them to do so. In other words individuals learn by suffering, and only by suffering. But they learn and thereby alter the pattern of their civilization. Friedrich Hegel’s and Karl Marx way of thinking is way different that Toynbee’s history view. Friedrich Hegel stated that the thought process moves in a three beat rhythm that he called the â€Å"dialectic†. It begins with an idea, thesis, then proceeds to develop into its opposite, the anti-thesis; after that the mind sees the relatedness of the thesis and the antithesis and weaves them together into a synthesis. This synthesis, in turn, become another thesis, and so the dialectic repeats itself. The dialectic effects comprehension of the connections of the content of thought. Hegel was quite sure that that was the way Gods mind works. He said that God is pure thought or in his own words the Absolute Mind. He is no love or compassion, just pure thought. The Absolute Mind of God manifests reason through the human mind and therefore in human history. He mentioned that whenever people think and act more rationally, they are actualizing God’s will, and this progressive manifestation of logic is the theological purpose underlying human history. Human kind is a crucial part of the program, that man was becoming more reasonable. All of this would end in a state that Hegel described as â€Å"pure thought thinking about pure thought† or in other worlds Absolute mind contemplating itself. Karl Marx as one of Hegel’s students but as other students found the whole Absolute Mind thing was just dispassionate. He believed in Hegel’s â€Å"dialectic† and he believed it was real. But Marx saw it more as a â€Å"materialistic dialectic† an in his vision is was a dialectic of social struggle determined by man’s economic needs. Class struggle creates the three-beat rhythm. Marx interpretation is contrast to Hegel’s theistic dialectic. All Marxists know that history has purpose; it follows â€Å"inexorable law† toward a goal-the classless society where equality, justice, and plenty will prevail. Each individual is a part of history’s drama.

Being A Good Father :: essays research papers

Being A Good Father   Ã‚  Ã‚  Ã‚  Ã‚  Although the essay â€Å"My Father’s Son† and the poem â€Å"my father’s son† written by the same author, Mel Donalson and have similar titles, they have different ways to express the son’s feeling of his father’s character, merit and devotion to his family. Both essay and poem’s main ideas center around affection and father’s commitment to his family. However, the poem only describes the cold weather and the father’s image in his regular life style without expression of the author’s deep feeling. It is understandable that the poem mainly expresses the author’s naà ¯ve character during his childhood. On the other hand, the essay is more detail in describing the author’s different feelings from his journey from boyhood to manhood. Unlike the poem, Donalson focuses on his life’s experience and development with his changeable attitude to father: from ungratefulness and contemp t to thankfulness and respect. Although both the poem and essay are different in form and narrator, they share the same elements and visual images to support the author’s message of respect between a father and son.   Ã‚  Ã‚  Ã‚  Ã‚  The author, Donalson, uses visual images in both the poem and essay to describe the respectable father whom the author had. He uses the word â€Å"gladiator† to describe his father. â€Å"Gladiator† literally means man trained to fight with weapons at public shows in an arena; however, it symbolizes his father’s courage and tolerance of hard-working environment. In the poem, the poet portrays his father as â€Å"dark and beautiful† and uses the phrases â€Å"broadness of his back,† and â€Å"a large dry hand† to describe his father. â€Å"Dark and beautiful† tells the reader that the author knows his father’s humble origin in the South but he still appreciates his father’s appearance. â€Å"Broadness of his back† shows his father is a strong and powerful man. All those merits of his father give reason that his father is a respectable man. In the essay, similar descriptions used to describe his f ather like â€Å"dark shadow moving against the white background,† â€Å"dark face hidden beneath a knit cap,† and â€Å"his giant steps.† Donalson emphasizes his father is a big and powerful man. His endurance and responsibility to his family really please the author. His father never did anything special besides â€Å"piling the Christmas gifts† and â€Å"covering the car insurance† to his son but he can still manage to endear himself to his family.   Ã‚  Ã‚  Ã‚  Ã‚  In contrast to the poem, Donalson uses limited omniscient narrator in his essay to reveal to the reader his deep feelings of respect to his father.

Personal goals and accomplishments Essay

Today the accomplishment of ideas and goals encourages people to do extremely well. The achievement of a degree in Bachelor of Science in Information Technology is a very important aspect in satisfying my goals. This accomplishment should permit me to become an individual with expertise that will equip me to overcome obstacles that I am seeing day after day. As a computer and network specialist, I am seeking a more stable yet structured job in the Information Technology field. This is because one must have quality knowledge in order to find such a job. A specialist should be like a leader, in which they always need to display good character, and I need to be professional at all times. I also need to be reliable and accountable in our work. I believe this can be obtained through guidance at The University of Phoenix. There are computer certifications and conferences available to me; which I plan to utilize. These conferences and certifications will help me with new equipment and techniques to apply the knowledge to my profession. At this point in my life, I feel that I have a strong aspiration to improve certain areas in my profession. In order for me to accomplish these goals, I need to keep a positive mind in achieving them. Every day I interact with the director, manager, office staff, and the whole local government through phone, e-mail, and direct contact. On a daily basis I receive several trouble calls which need to be resolved and researched in a timely manner. Therefore, my systematic thinking skills need to be exact; since I have to communicate and demonstrate my knowledge to several people. There are times that I am asked to teach what I have learned to our department, and interested users in other departments. My teaching structure  needs to be clear and understandable. This is through using words that people can comprehend, instead of using complicated computer jargon. Though I have realized it takes practice to teach, but I am certain that I will become a better teacher and a better computer and network specialist through the University of Phoenix. Obtaining a Bachelor’s degree in Information Technology will help me to become more marketable. There are plenty of job opportunities that will be available to me with this degree. I also will not be restricted in what I do. As a specialist, I will be able to break away from where I am and go into a pc repair business of my own. This is because I will be able to apply the knowledge that I have learned, along with the experience that I have. In the technical field, professional opportunities can be gained or lost through skills and job performance. Through my interaction with co-workers, I will learn how to develop my presentation skills to encourage learning. This is because it will give me additional skills that could allow me to demonstrate my skills more professionally. While it is important to focus on learning a trade, it is equally important to have people skills. With a degree in Information Technology I will have the necessary tools to effectively demonstrate skills. As a student of University of Phoenix, I can pursue my goal of earning my degree and furthering my education as a professional technologist. An additional goal I hope to accomplish, while pursing my degree, is to master management skills. This is because in most organizations it is necessary to establish good management skills. This could reduce the possibility of a hostile work environment. It can be difficult at times to organize projects and trouble calls, because I would like to know how I should prioritize each assignment that has a deadline. Then there are those aggravating e-mails and how to respond to them. Therefore, my days become overwhelming at times. If I do not pay attention this could affect my working relationship, along with my private relationships. This includes church, home, and civic clubs. I stay so busy with so many things that I may  forget what is going on, and I will let somebody down. So I am hopping that I will learn how to manage time while at University of Phoenix, and to become better organized in time management.

Parenting in Diverse Cultures Essay

Culture may influence child activities and behaviors through the organization of the physical and social settings of every day life. Social as well as cultural norms, values, and conventions can direct and control the child’s behavior through the progression of social evaluation. Throughout childhood and preadolescence, due to children’s particular need for peer assimilation and closeness, peer evaluation and social recognition in the peer group can play a critical role in the mediation of cultural influences on individual functioning. Moreover, in the development of socialization, culturally shaped parental belief systems and parenting practices can mediate and restrained children’s acquisition of cultural messages. Finally, formal training in educational institutions such as the school constitutes another significant channel for the transmission of human knowledge and cultural values from adults to children in modern societies. Culturally diverse children can have an expectation concerning confidentiality as do American-born children. Also, this concept in fact runs counter to therapeutic attempts to enlist the parents as partners in their children’s treatment. Discretion with culturally diverse adolescents can be particularly challenging. Often, culturally diverse families experience conflict while children reach adolescence and instigate to identify mainly with the values of their American peer culture. On the contrary to the elongated American adolescence phase devoted to ongoing education and the development of peer relationships, culturally diverse parents can have experienced their own abbreviated adolescence cut short by the need to find employment, by early marriage, and/or by parenting. They do not recognize the push for independence among American adolescents. Culturally diverse adolescents can want to pursue the activities of American youth despite knowing their parents would condemn. Researchers are interested in parental ideologies concerning childrearing as they may provide useful information concerning the explanation of different parenting behaviors across cultures. Moreover, it is a practical assumption that parental cognitions, ideas, and beliefs serve a mediating function in development of cultural influences on parental attitudes and behaviors toward the child (Goodnow, 1995). Indeed, it has been found that parents in diverse cultures have different expectations and goals regarding parenting and that socialization goal are linked with parental judgment and valuation of normal and abnormal child behaviors (Hess, Kashiwagi, Azuma, Price, & Dixon, 1980). In traditional Chinese cultures, for instance, â€Å"filial piety† is a Confucian doctrine dictating that children vow obedience and reverence to parents. Chinese parents, in turn, are accountable for â€Å"governing† (i. e. , teaching, disciplining) their children, and are held responsible for their children’s failures. While individualistic values are underlined in Western cultures, with children being mingled to be independent and self-assertive (Hess et al. , 1980), Chinese children are socialized to be moderate, well-mannered, reciprocally dependent, and concerned with the collective. Cross-cultural differences in parenting ideology can be illustrated also in different values concerning child independence in collectivistic and individualistic cultures. A sense of autonomy is measured crucial to adaptive development in many Western cultures (Maccoby & Martin, 1983), but might not bear such implication to the adaptive development of children raised in other cultures. Indeed, there is little emphasis on socializing children to be independent in Japanese culture (Rothbaum, Pott, Azuma, Miyake, & Weisz, 2000). While American mothers are more likely than Japanese mothers to persuade their children personal autonomy and forcefulness such as defending one’s rights, Japanese mothers are more likely to socialize their children to be polite and deferential to authority figures (Hess et al. , 1980). Weisz, Rothbaum, and Blackburn (1984) argued that diverse emphases on self-sufficiency might account for such cross-cultural differences as Japanese children showing more self-control and sympathy to others and American children being more self-expressive. Parental belief systems consist of a wide range of thoughts, perceptions, values, and expectations regarding normative developmental processes, socialization goals, and parenting strategies (Goodnow, 1995). Cultural disparities in parental beliefs and values are a major source of involvement to cross-cultural differences in parental attitudes, actions, and behaviors in parenting. Nevertheless, it must be noted that the links between parental beliefs and behaviors characteristically range from weak to modest in the Western literature (Sigel, McGillicuddy-DeLisi, & Goodnow, 1992). It is largely indefinite how belief systems might be linked with parenting practices at the cross-cultural level, as these two constructs have not been obviously differentiated in several cross-cultural studies. Parents of diverse culture have the same hopes as well as dreams for their children and families that the general population does. Most desire their children to get a good education and become prolific members of society. In the more traditional families, these desires comprise learning about tribal values, beliefs, and customs. These families want successful children in a manner reliable with cooperative, noncompetitive tribal, community, and family values as well as aspirations (Burgess, 1980). Parents in diverse culture often take an dynamic role in socializing their children concerning the consequences of their ethnicity in the larger society (Harrison et al. , 1990). Oppression provides the framework of teaching about the assaults of typical culture. Parents teach their children to watch for subtle clues about whether they are welcome in a given situation (Cross, 1995). As children mature, they are more well-informed about differences in race, and they come to recognize themselves with a particular tribe; though, they appear to prefer toys, activities, and friendships from the prevailing culture. Parents (Dawson, 1988) emphasize the significance of self-esteem in their children: â€Å"If my children are proud, if my children have an individuality, if my children know who they are and if they are proud to be who they are, they’ll be able to meet anything in life† (p. 48). Positive self-esteem provides self-assurance, energy, and optimism to master life’s tasks. This positive sense of self and confidence is significant for parents as well as children. Parents who feel capable in their parenting are more able to involve themselves in their children’s lives outside the home. Parental involvement is significant to the future educational development of their children (Dawson, 1988). In diverse culture families believe that their children should have the opportunity to grow into adulthood with the considerate that they are worthwhile individuals who are equal to all other Americans. American children should believe that they are respected for their culture, as they value the worth of others. They should believe that they are valued in American society and that they can attain in any way they choose according to their individual talents (Noley, 1992). In diverse culture, children view themselves more pessimistically than do their dominant culture counterparts, let say self-concept of Native American children is negatively linked with chronological age and years of schooling. Soares and Soares (1969) found that in spite of living in poverty, disadvantaged children in elementary school did not essentially suffer from lower self-esteem and a lower sense of self-worth. These findings suggest that just being poor is not the leading factor in the low self-esteem of Native American students. Though, researchers have long been interested in family influences on child social and cognitive functioning. The general consent is that family, as a main socialization agent, plays a significant role in the development of individuals’ adaptive and maladaptive functioning. This belief has been sustained by the results of numerous empirical studies concerning the associations amongst parenting practices, family organization and family socio-ecological conditions, and child adaptive and maladaptive functioning in diverse settings, although different opinions still exist (Harris, 1995). Among family variables, parenting beliefs and practices compose a central theme in the cross-cultural study of upbringing. Several explanations for cross-cultural variations in parenting have been suggested. First, an anthropological viewpoint proposes that differential vulnerability to threats to the survival of children accounts for the changeability in parenting practices (LeVine, 1974). on the other hand, it has been suggested that parental needs to engender the values and attitudes essential for becoming a competent adult, able to achieve expected roles in his or her respective culture, may be related to diverse parenting practices across cultures (Hoffman, 1987). It has also been argued that cross-cultural differences in parenting attitudes and behaviors can reflect variability in beliefs pertaining to children’s distinctiveness and to the world in general (Super & Harkness, 1986). Reference: Burgess, B. J. (1980). Parenting in the Native-American community. In M. D. Fantini & R. Cardenas, Parenting in a multicultural society (pp. 63–73). New York: Longman. Cross, T. L. (1995). The worldview of American Indian families. In H. I. McCubbin, E. A Thompson, A. I. Thompson, & J. E. Fromer (Eds. ), Ethnic minority families: Native and immigrant American families (Vol. 1, pp. 143–58). Boston: Sage Dawson, J. (1988). â€Å"If my children are proud†: Native education and the problem of selfesteem. Canadian Journal of Native Education, 15 (1), 43–50. Goodnow, J. J. (1995). Parents’ knowledge and expectations. In M. H. Bornstein (Ed. ), Handbook of parenting, Vol. 3, Status and social conditions of parenting (pp. 305-332). Mahwah, NJ: Erlbaum. Harrison, A. O. , Wilson, M. N. , Pine, C. J. , Chan, S. Q. , & Buriel, R. (1990). Family ecologies of ethnic minority children. Child Development, 61, 347–62. Hess, R. D. , Azuma, H. , Kashiwagi, K. , Holloway, S. D. , & Wenegrat, A. (1987). Cultural variations in socialization for school achievement: Contrasts between Japan and the United States. Journal of Applied Developmental Psychology,8, 421-440. Hess, R. D. , Kashiwagi, K. , Azuma, H. , Price, G. G. , & Dixon, W. P. (1980). Maternal expectations for mastery of developmental tasks in Japan and the United States. International Journal of Psychology,15, 259-271. Hoffman, L. W. (1987). The value of children to parents and parenting patterns. Social Behavior,2, 123-141. LeVine, R. A. (1974). Parental goals: A cross-cultural view. Teachers College Record,76 (2), 226-239. Luftig, R. L. (1983). Effects of schooling on the self-concept of Native American students. The School Counselor, 30 (4), 251–60. Maccoby, E. E. , & Martin, C. N. (1983). Socialization in the context of family: Parentchild interaction. In E. M. Hetherington (Ed. ), Handbook of child psychology, Vol. 4, Socialization, personality, and social development (pp. 1-102). New York: Wiley. Noley, G. (1992). Educational reform and American Indian cultures. Tempe, AZ: Division of Educational Leadership and Policy Studies, Arizona State University. (ERIC Document Reproduction Service No. ED 362 341) Rothbaum, F. , Pott, M. , Azuma, H. , Miyake, K. , & Weisz, J. (2000). The development of close relationships in Japan and the United States: Paths of symbiotic harmony and generative tension. Child Development,71, 1121-1142. Sigel, I. E. , McGillicuddy-DeLisi, A. V. , & Goodnow, J. J. (1992). Parental belief systems: The psychological consequences for children. Hillsdale, NJ: Erlbaum. Soares, A. T. , & Soares, L. M. (1969). Self-perceptions of culturally disadvantaged children. American Educational Research Journal, 6 (1), 31–45. Super, C. M. , & Harkness, S. (1986). The developmental niche: A conceptualization at the interface of child and culture. International Journal of Behavioral Development,9, 545-569. Weisz, J. R. , Chaiyasit, W. , Weiss, B. , Eastman, K. L. , & Jackson, E. W. (1995). A multimethod study of problem behavior among Thai and American children in school: Teacher reports versus direct observations. Child Development,66, 402-415. Weisz, J. R. , Rothbaum, F. , & Blackburn, T. C. (1984). Standing out and standing in. American Psychologist,39, 955-969. Weisz, J. R. , Suwanlert, S. , Chaiyasit, W. , & Walter, B. R. (1987). Over- and undercontrolled referral problems among Thai and American children and adolescents: The wat and wai of cultural differences. Journal of Consulting and Clinical Psychology,55, 719-726. Weisz, J. R. , Suwanlert, S. , Chaiyasit, W. , Weiss, B. , Walter, B. R. , & Anderson, W. W. (1988). Thai and American perspectives on over- and undercontrolled child behavior problems: Exploring the threshold model among parents, teachers, and psychologists. Journal of Consulting and Clinical Psychology,56, 601-609.

Argumentative Essay on Dog Fighting

Argumentative Essay on Dog Fighting Argumentative Essay on Dog Fighting Dog fighting is a sadistic practice that should be banned because of the many inhumane events that this practice entails. This practice entails breeding dogs specifically to make them fight. Such dogs are usually enclosed in small pits very early in their lives and, as they grow, are made to fight with other dogs to satisfy their owner’s gambling appetites. One of the main reasons why dog fighting should be illegal is because of the high level of suffering that these fights put the dog through. Given that the average dog fight lasts anywhere between one and two hours, the dogs that are participating in dog fights often suffer severe injuries that sometimes result in fatalities. Unlike other animals that naturally flee when they sense they cannot win a fight, the dogs that participate in dog fights are trained not to run away but to continue fighting regardless of the amount of injuries they sustain. It is only when the gambling appetites of their owners have been satisfied that the dogs are allowed to stop fighting. One of the most commonly used dogs in dog fights are pit bulls, which have powerful jaws and given that they rarely let go once they bite, the victim dog could end up suffering severe injuries, broken bones, and may even die just so their owner can have a chance of winning a bet. Some of the common injuries experienced by dogs that engage in dog fights include extreme blood loss, dehydration, extreme exhaustion, and even infections in the wounds they sustain. To make things even worse for these dogs, those that lose fights one too many times are often sacrificed for being weak and the same fate follows those dogs that are deemed old or those that do not fight as viciously as their owners expect them to. The injuries suffered by dogs that engage in fights have raised concerns in many authorities and in many places; this form of sadist sport has been classified as an illegal sport. Some individuals have even faced felony charges in courts of law. However, this seems not to have stopped some individuals from continuing to breed dogs so they can reap benefits from dog fighting. Interestingly enough, illegalizing this sport seems to have turned into a fortune for those who own dogs that engage in these fights because of the massive profits they get from those who are willing to pay large amounts of money so they can watch the illegal fights. It appears the authorities still need to do much more to deter people from willingly participating in dog fights. The minor penalties and convictions given to those found to have participated in dog fighting is not doing much to discourage this sport. The profits the dog fighters receive from the fights make the punishment, according to them; seem li ke a drop in the ocean. Perhaps it is time more severe penalties were enforced. Some tips on writing an argumentative essay: Make sure your thesis statement is clearly defined. Use transition words between paragraphs and make sure that your paragraphs are logically connected. Use facts and statistical data to support your arguments. Visit to buy argumentative essay on  Dog Fighting which will be written from scratch by highly qualified writers. You can get a free quote now!

How to Write a Press Release

How to Write a Press Release How to Write a Press Release If your business has news to share, you can do so via a press release. But what exactly goes into a good press release? And how can you write one? Check out our tips below to find out. 1. Pick an Eye-Catching Headline Press releases are designed to get your business in the news, so treat them like a news story. And one thing that every good news story has is an eye-catching headline. Ideally, this will let the people you contact know exactly what your press release is about and why it is important. Try to keep your headline punchy, too. If you need more space to give extra detail, you can add a subheading after the main one. 2. Think About Your Goals The content of your press release will depend on what you want to achieve. Are you promoting an event? Letting customers or clients know about a change in your business? Think about: How your news affects your business and those involved What you want readers to take away from your press release How you want people to act upon this information If you can focus on these details, your press releases will be more effective. Make sure, too, to mention all the key players involved (e.g., staff, stakeholders, clients, and customers). 3. Make It Quotable Journalists love it when you make their lives easier. So if you want to get coverage from your press release, try to include the following: Soundbites from key players such as the company owner or CEO Statistics related to your news (e.g., number of sales, revenue increases) Any images you want used alongside your news Journalists can then use these when writing up the press release as news. 4. Pick the Perfect Time The timing of your press release is almost as important as its content. But the best time for a press release will depend on what you are writing about: When it is about something that has just happened, release it as soon as possible afterwards. If possible, write a draft version in advance. If it is about an upcoming event, send it 3-5 days before you need coverage. You may also want to include an embargo date for publication. In addition, it is usually best to send press releases first thing in the morning (e.g., 9am) when journalists will be checking their emails. On a similar note, the best days to send press releases are usually Tuesday, Wednesday, and Thursday (never send one on Friday before the weekend). Summary: How to Write a Press Release When writing press releases, keep the following tips in mind: Write an eye-catching headline to grab the reader’s attention Think about your goals and tailor its content accordingly Provide statistics and quotes from key players for journalists to use Think about the best date and time to send out your press release And don’t forget to get your business documents proofread! Click here to see our example press release.

Cinematographic Representation of Violence and Abuse of Women Essay - 1

Cinematographic Representation of Violence and Abuse of Women - Essay Example Norindr main concept that he examines deeply is modernity and he stresses that it has been an ongoing manifestation of the omnipotent cultural force, an incomplete project in the West. As a result, Norindr examines the active participants in the transformation to be the ‘modern subjects’ of the emerging modern societies who are negotiating imaginative ways; their place in the postcolonial spaces in some cities such as Saigon. In his film vision, he identifies Tran Anh Hung Film which, although it had been shot from a Vietnamese ‘aura’, the movie is a selection of Vietnam that had lost its traditional innocence. Prostitution, capitalism, and torture are what the filmmaker wants to debunk as being the clichà ©s about Vietnam, similar to what has been conveyed in Vietnam Hollywood war movies. The film shows people living in hopes, ambitions, and frustrations engraved in a culture of crime, prostitution, and uncannily no respect for humanity. In his thesis, Nor indr believes that the violence, capitalism, and misrepresentation of women in Tran Anh Hung Film is a manifestation of emerging modernity that has taken the shape of Western colonialism such as the crime business which is evident in the film. Paul Narkunas is also critical about the life of frustration that has been experienced by the Vietnamese due to the influence of the West. Narkunas is very descriptive about the 1986 market liberalization in Vietnam and directly begins his analysis by describing Tran Anh Hung Film. Narkunas examines the economic transition of an eighteen-year-old cyclo, and the camerawork emphasizes on the diagramming of flow of money and bodies.