Proposal & annotated Bib Article Example | Topics and Well Written Essays - 1250 words

Proposal & annotated Bib - Article Example Because 50 Cents is such a popular figure, I have chosen him to examine if he is an appropriate role model for the youth. I want to explore what types of controversies he has been involved in, his background and experiences. Steps involved in this work are reviewing available articles and published information that tells something about 50 Cents. Research will cover his boyhood, his experiences as a drug trafficker up to the time from where he is now, a well known rapper. Articles to be reviewed will also touch on the views about the rap and hip-hop culture, and how it has been affected by controversial rap songs. The overall goal of this work is to provide information that the man is not a good influence to the youth. Annotated bibliography: Birchmeir, Jason. 50 Cent Biography. Yahoo Music. 2011. http://new.music.yahoo.com/50-cent/biography/ Author wrote a descriptive narration of how 50 Cents became a successful rapper. Birchmeir detailed in this article that the drug trafficking e xperiences and jail sentences the rapper served became his inspiration in writing his rap songs. Birchmeir told the rapper’s story from the standpoint of somebody who knew the rapper from childhood up to the time that he got famous and rich thru rap songs. Author did not forget to mention the successful rap songs drafted after actual accounts of drugs, crimes and dim experiences that easily captured the imagination of the youth. The author’s revelation of the rapper’s countenance with drug lords that nearly caused rapper’s life is descriptive of the mystery that surrounds it. Author comes from the music industry, all Music Guide, and should be well versed on all accounts of singers. His article about 50 Cents is well-researched, updated and comprehensive. Catlin, Johnson A. Rap criticism grows within own community. 2011. http://www.cbsnews.com/stories/2007/03/05/entertainment/main2537326.shtml Johnson describes in this news story, the raging debate over t he effect of rap to the society, as she observes an alarming decline of its sales. She made an opinion based on the declining sales of rap music, that after 30 years of popularity, it is now suffering from bad sales due to criticisms of negative effect of the rap music to society. A recent study of the Black Youth Project, mentioned in the article, showed that youths think there are too many violent projected in rap songs and that 50% of respondents think hip-hop has negative effect to the American society. It is no longer an art form and negativity is all included in its form, says the writer. Author best described the effect of negative raps to society, and elicited the criticism not of her own, but coming from the community that once hip-hop has served well. This article could support the answer to the hypothesis of the research proposal. Encyclopedia of World Biography. 50 Cent. http://www.notablebiographies.com/news/A-Ca/50-Cent.html The Encyclopedia article about 50 Cent chron icled his entire life. This article that did not provide an author, said that 50 Cent used his life experiences, such as growing up in the streets of New York, becoming a gangster, drug trafficker, and a survivor from assassination, as the meat of his rap songs. Article said that critics noted his songs had gritty edge such that he was predicted to become a hot copy in the music industry. 50 Cents, who is Curtis Jackson, in real life, was featured in the article, as someone who eked out a living

Social Identity Theory Essay Example for Free

Social Identity Theory Essay Although there are some members of the IMML group that are as foreign to us as the BBAs, we feel more comfortable working with IMMLs because they have the same behavioural characteristics as us, as well as sharing common goals. Tajfel suggests that a reason for this is the need to treat the teams values as our own. Examples of this include: the aim of finding a placement or business school in our respective countries, with a well respected degree in a relatively unique course from a renowned university. Concerns about placements cross language boundaries, and unites all IMMLs. A group thinks and behaves in characteristically design team ways3. This supports the social identity theory of when IMML first attended the Organizational Behaviour lecture of semester 2 with Kate McArdle. Throughout the past 2 years it has become acceptable to enter the management classes late, strolling slowly to the seat and even talking or waving to friends while the class has already started. However, when Kate McArdle started teaching the course this norm was not acceptable to her. By trying to change the group norm (apologising if late), IMML had temporarily modified their behaviour: the number of students being late was reduced, and if they were late they apologised out of courtesy to the entire class. However, when Foster Fei started teaching the class in Week 5, IMML reverted back to their initial behaviour. We can thus say that in this case it is difficult, almost impossible, for the minority to impose a change on a majority, especially if that norm has had time to evolve for 2 years. If a group majority were to accept the new group norm, they must all conform to the new norm. In summary we can say that because the majority of the IMML course was not convinced of the necessity of being on time, Kate McArdle only changed the group norm temporarily. * FIMML. GIMML. SPIMML. According to Tajfel in order to evaluate their own opinion and abilities, individuals not only compare themselves to other individuals with whom they interact, but also compare their own group with similar and distinct, out groups. 4 After the exam results were released, one characteristic of the members in FIMML was that they then tried to compare their results with others in their small seminar group, and secondly in a more general way against the other language groups. This comparison produced concrete (if biased i. e. ask the people you know will have the results to back up your stereotypes and our assertions of other groups) evidence to reinforce the stereotypes of the other groups and emphasizes our opinion of our group being superior. This minimises the perceived difference in the in-group (seminar B) and maximises the difference from the out-group (IMML as a whole) Cross theory example One student, Harry*, who joined group B at its formation was fluent in French. At the start of the year he spoke often in class, offered answers almost constantly and talked very quickly. This was not very well received by the group at first. The student realised this and decided to answer only when no one else did. According to Tajfel: this was so that others could have a chance. Harry sacrificed his own interests for the good of the group as a whole. This shows how Harry moved from thinking individually (personal identity), doing what benefited him, to feeling and thinking as a representative of a group. This also complies with Aschs theory about how groups influence individual attitudes and behaviour. Observing norms is of such benefit to us that we are prepared to suppress any personal desires and are thus willing to limit our individual freedom and abide by them5. Harry therefore supports both the theory of Tajfel as well as Aschs. As a second example of this we refer to an IMML Spanish student, Steve*, who came into the IMML French group in the second year. The French group felt that the new student was violating pivotal norms of our group. Such norms were: speaking a lot during the classes; criticising teachers; and overtly expressing his opinions without taking others opinions into consideration. His norms could either derive from the norms he had learned in his first year in the Spanish group, or due to his individual differences that he has gained through his culture, since his French nationality is exceptional to that of the group. After being in the French IMML group for a few weeks, there was tension between the new student and his language group, whereas the seminar group B didnt seem affected by the new presence because the new student was not in the same group. This example disproves Aschs theory. The new student didnt conform to the group pressure put upon him. In our opinion, his judgement and actions were not affected, even when the group vocalised their general disagreement to him being there. Neither did the group break up as a result of this. * Small (formal informal) Groups In this section of the essay we will use the example of Steve again because he is relevant for this part as well. However, we will do this in the context of small informal or formal groups looking at it from a whole different angle. As long as individuals see themselves as more important than the group, then the latter cannot function effectively. 6 Steve joining the French group lowered our self-awareness and heightened our group awareness. The group has had no influence over his behaviour and showed animosity to him by for example sighing or laughing when he talks. This is the case even now, 6 months after his coming into FIMML. He did not adapt to the norm of the group. Perhaps this insinuates that Steve does not see IMML as one of the groups that form his social identity. In this way he would not be influenced by the group, conform to it or attempt to convert the group to his way of thinking as it bears little or no importance on his self concept, and furthermore his social identity. In not recognising IMML as a key part of this social identity he does not feel that it is necessary to conform to the behaviour. Steves action supports Tajfels theory as mentioned above. This could be due in part to our perception of his elitist attitude, where he feels superior to the rest, stopping the group from functioning. Group members even left his class. For us to conform to him, we feel that he would have to conform to us first. We could perhaps propose therefore that established groups do not conform to newcomers, but rather newcomers conform to previously established groups. When he joined seminar group A, he changed the group norms. He had an outspoken personality and his loud confident attitude contradicted the previously quiet oral class. At first this resulted in others leaving the group, but the remaining students still did not conform to him and so eventually he was forced to leave. As soon as he left, the other group members returned.

The Tiger and The Lamb Essay -- William Blake Poems Poetry Writers Ess

The Tiger and The Lamb The Tiger and The Lamb were both poems by William Blake. In this essay I am going to compare the two poems. Blake, as a child, was an outcast and didnt have many friends. He was educated at home by his parents and found sociability difficult. His family believed very strongly in God but did not agree with the teachings of the church. During his lonely hours, Blake often read the Bible. He had a lot of free time to think about ideas, reflect on life and to strengthen his imagination. You could find a lot of biblical discourse in his poems. By the time he was an adult his imagination allowed him to create vivid poetry and paintings; finally sending him mad. Blake published two very famous books of poems called Songs of Experience and Songs of Innocence. Poems from the Songs of Experience are about God, who brought evil and suffering into the world. The poems from the Songs of Innocence are about the redemptive God of the New Testament, namely Jesus. The Lamb is from the Songs of Innocence and The Tiger from the Songs of Innocence. The Lamb is the contrasting poem to The Tiger. The main question that I feel Blake is asking in the two poems is, how can the same God make such a vicious creature but also make such an innocent animal? In The Tiger, God is strong, dark and sinister. He is described as a dark blacksmith, as the following quotation indicates, What hammer? What chaindare its deadly terrors clasp? This quote comes from the end of verse four. The mention of tools and the dark description at the end gives the reader an image of God working in a hot and fiery hell. This image would have reminded readers of the factories associated with the Industrial Revolution. Blake, in verse four uses question... ... Blake describes, Burnt the fire in thine eyes. The word fire, like hell, suggests hot and sweaty. India, the origin of the tiger, is hot and sweaty. The lamb brings a mood of calm, reassuring and happiness as Blake shows By the stream and over the mead. Sheep filled fields and streams appear dreamlike and convey a sign of hope. A sign of hope because while the Industrial Revolution was taking place, open fields were disappearing, smoggy factories multiplied. This particular imagery by Blake, I find to be very effective. Many People believe that The Tiger is mysterious and feel that too much analysis of will spoil the impact of the message. I personally feel that it was asking one question; Did he who made the Lamb make Thee? The Lamb, I feel can be a simple childrens poem or an English professors work. Either way, I still enjoyed reading and analyzing these poems.

French and Russian Revolutions :: European Europe History

French and Russian Revolutions Both the French and Russian revolutions occurred because of two main reasons. Both of these revolutions were the direct results of bad leadership and a bad economy. These two reasons along with other factors caused both of these revolutions. Although they were both similar, they also had differences. A difference between the two is that the Russians had an unsuccessful "pre-revolution" in 1905. Another difference between these two revolutions is the fact that the French turned towards a democracy while the Russian government became communist. In 1905 , Russia had a prerevolution that was put down of the Czar. Instead of learning from this prerevolution, Czar Nicholas II, made a very big mistake by in not introducing some reforms to correct the problems. So because of his actions, the situation grew worse. In 1917, the Russians were fighting in World War I. A good majority of the Russian people were weary and uncontent with the way the war was going and with the Czar's rule. This uncontent along with economic hardships caused riots and demonstrations to break out. The Czar called for the army to put down the revolution as they did in 1905. But the army joined the revolt and the Czar was kicked out of power soon afterwards. A temporary government was set up to decide on what kind of government Russia was gonna set up. Two political parties were set up. The Bolsheviks were one of the two. The leader of the Bolshevik party was a man named Lenin. Lenin was a firm believer of the theories and ideas of Karl Marx. So with his slo gan of "Bread, Peace and Land", Lenin gained the support of the peasants and gained control of Russia and setup a communist state. The French revolution was also caused by a bad ruler and a bad economy. During the early 1780's a big percent of annual budget went towards king Louis XVI's lavish estate at Versailles. France also had no central bank, no paper currency, no ways of getting more money, and an out-dated tax system which only taxed the poor who had no money to begin with. Signs of revolution first appeared when the peasants stormed the fortress known as the Bastille looking for gun powder. The Bastille incident set off revolts all over France and Louis was soon deposed afterwards.A democratic goverment was setup in place of the old monarcy.

Pakistani Girl Got Shot

Pakistani girl got shot In the last century,women empowerment movements swept across Europe clamoring for gender equality. The successful struggle granted girls and women the right to education in many countries. Nevertheless,until today,the blessing hasnt reached Pakistan. Falling into the shadow of Taliban,universal education is nothing more than a pipe dream to many girls there. Malala,a 15-year-old activist who promoted women's right to education in Pakistan was shot in the head by Taliban militants on her way home on October 19th.Despite being swiftly sent to a hospital in Britain,the life of the young heroine was at stake. The heinous attack sent shock waves through the nation and fanned up the indignation of the international community. ‘ believe while international community should fght against the Taliban militants ,the Pakistan government and people are responsible for the tragedy Mingled with rage and appal,' found the case of Malala was Just the tip of the iceberg i n Pakistan. ‘ condemn the unforgivable acts of the Taliban militants and believe theInternational community shall counteract these subversive beasts at all costs. Education is a universal right and nobody should be denied access to it. lt is never confine to a gender or race. Therefore,for the sake of Justice and peace,The international community should follow the Taliban millitants to the end of the Earth while giving profuse support to the victims. The Pakistani government,though menaced by the Taliban militants,should not watch the battle with folded arms. Apart from lives and properties,a responsible overnment should safeguard the rights and freedom of its people.Education,without doubts,is among the basic rights. Sadly to say,the education system in Pakistan is still a crawling toddler. People languish at the bottom of the world literacy list due to the fact that the government drains away immense resources on military defense. Without the government's sincere support of education for its people,no wonder terrorist suppression on girls' education remains unchecked for ages. In addition,the deprivation of education of many girls has much to do with the vicious ocial practice in Pakistan.Girls drop out of school early to Join parents at work while some are married off as teenagers. consequently,girls could not climb up the social ladder when they grow up and poverty haunts them for good. The lack of support from parents is also a decisive factor favoring the Taliban's crackdown on education. To save countries like Pakistan from miseries,' hope the international peacekeeping values. Last but not least,may Malala and other victims speedy recovery,may education become universal and may the world a long-lasting peace.

What Every Author Should Know about Copyright Law

What Every Author Should Know about Copyright Law You dont have to be an attorney to understand copyright law and how it protects you as a writer. In this post, Ive compiled some of the most common questions authors have concerning copyright law and how their writing is protected by it. While this is not an exhaustive discussion of the topic, it should at least give you a general understanding of how copyright law works on your behalf. Let me stress that I am not licensed to practice law and if you need legal advice on copyright law or copyright infringement, you should hire an attorney well-versed in intellectual property law.What is copyright?Copyright is a right granted in the United States Constitution. To clarify the scope and framework of copyright law, Congress passed The Copyright Act of 1976 on October 19, 1976, as Pub. L. No. 94-553, 90 Stat. 2541.According to the legislation, original works of authorship, including literature, music, art, software programs, and even choreography (to name a few) are protected from reproduc tion, adaptation, distribution, performance and/or display by unauthorized individuals.The current law states that a copyright exists for 70 years after the author has died. This means that the work you create- as long as you hold the copyright- is yours now (as well as 70 years after youve died) and no one can copy it, adapt it, distribute it, perform it or display it publicly without your permission.There are some limitations to this, such as fair use, but those only exist when someone is commenting on your writing or teaching it. Fair use is its own complicated topic, with multiple lawsuits setting its precedent, and is detailed in more depth in this article.If you own the copyright, no one can copy it, adapt it, or distribute it for profit without your permission. Photo by Mari Helin on Unsplash.Do I have to register with the U.S. Copyright Office to protect my work?The short answer is no. From the moment you create a fixed copy of your work (whether a hand-written hardcopy, a p rintout, or saved to your hard drive on your computer), you hold the copyright to that work, by law.The caveat to this short answer is that the burden of proof rests on you if someone should ever try to plagiarize your work as their own or reproduce it. The easiest way to ensure that you are fully prepared to face them in a court of law would be to show that you have registered the work with the U.S. Copyright Office. If you have done this, there is no question that you will win and be able to sue for damages.As such, if you do not register, you will be unable to recover any extraordinary damages from any litigation as a result of copyright infringement. You will only be able to prevent the infringer from further use of your copyright.However, even if you dont register the copyright with the government, you still hold it, as long as you can prove that you are the original creator. Files that are saved on a hard drive show the date they were saved. A written page can be trickier to p rove. You also have to prove that the person who infringed had access to your original file, which can be especially tricky in an Internet age, when so much is available online.Which draft of my writing is protected by copyright?As previously stated, you immediately own the copyright to any fixed copy of your work. This means that you own the copyright to the rough draft, as well as the final draft.Do I need to put the copyright symbol on my work before its protected?It doesnt hurt. Again, you own the copyright to your work, and reminding others of that fact is always a smart move. Think of this as you would those statements that trend on social media promising that if youll copy and paste the words, the social media platform cant use your information in their data mining. Whether you copy and paste the text or not, theyll still use your information. In the same sense, whether you place the copyright symbol on your work or not, youll still own the copyright.Do I own the copyright to writing that someone hired me to do?The answer to this question surprises many writers- no. According to Copyright.gov:Ordinarily, the author is the person or persons who actually created the work you intend to register. Works made for hire are an exception to this rule. For legal purposes, when a work is a work made for hire, the author is not the individual who actually created the work. Instead, the party that hired the individual is considered both the author and the copyright owner of the work.Copyright.govWho owns the copyright if I created something in collaboration with another person and was paid for it?Circular 30 from the Copyright.gov website makes it clear that in a situation like this, you are not the owner of the copyright. When Section 101 of the Copyright Act defines a work made for hire, it includes a work prepared by an employee within the scope of his or her employment or a work specially ordered or commissioned for use for any of the following reasons:As a cont ribution to a collective workAs a part of a motion picture or other audiovisual workAs a translationAs a supplementary workAs a compilationAs an instructional textAs a testAs answer material for a testAs an atlasDo I own the copyright to my writing thats been published?Whether you are publishing your work in book format, an eZine or peer reviewed journal, youre likely to be asked to sign over the copyright when the publisher accepts your work. If you sign over the exclusive rights to a publisher, they then own the copyright to your work. This is why it is extremely important to read over any contract you sign with a publisher. Considering all of the work youve put into writing, its in your favor to know and understand what rights you are giving up when you sign a publishing contract.Can I put my writing on my website if Ive transferred my copyright?According to Authors Alliance, a group of attorneys and academics focused on helping authors manage key legal, technological, and instit utional aspects of authorship in the digital age, when an author transfers copyright in its entirety to a publisher, the author may no longer be able to display it without express permission of the publisher.Although the practice of authors transferring their copyrights to publishers is longstanding, the vagaries of copyright law and the difficulty of assessing the value of copyrighted works make it difficult for authors to anticipate the implications of signing away their copyrights- implications that can be quite dramatic. Recall that the constitutional language refers to an exclusive right. This means that the rights that the law bestows allow copyright owners to object when anyone else does the things that the law reserves exclusively to them. Under current law, those exclusive rights include reproducing the copyrighted work, displaying it publicly, performing it publicly, distributing copies of it to the public, and preparing new works based upon it (which the Copyright Act cal ls derivative works). So if an author transfers her copyright in its entirety to a publisher (or grants the publisher an exclusive license) only the publisher may do or authorize others to do these things. Even the author herself may no longer do them without the publishers permission (unless her actions fall within one of the exceptions built into copyright law).AuthorsAlliance.orgOnce you no longer own exclusive rights to your work, you will be unable to publish it online without permission. Photo by Cytonn Photography on Unsplash.Is there a way around granting publishers exclusive copyright to my work?Yes, and its a good idea to negotiate these terms whenever youre signing a publishing contract. For example, there are publishing agreements that grant exclusive rights to the publisher for a limited period of time. There are others that grant exclusive rights to the publisher, but only for some media, such as hard copy, allowing an author to retain the right to reproduce it digital ly.If you anticipate the need to negotiate with a publisher over your rights and limitations to your work once its published, you should hire an attorney who will represent you throughout the process. This will ensure that you wont be left in the dark about your rights in the future.What if I want to make changes to my work thats already been published?Again, according to Authors Alliance, once you hand over exclusive rights to a publisher, youve lost the right to adapt the work. Heres their description of the legal perimeters of this situation:Copyright owners may even object to an author who wants to revise her own previous work. Depending upon the degree of similarity, the revision may count as preparation of a derivative work, which is within the copyright owners exclusive rights. Again, this legal layer of publisher control may not have mattered so much when authors relied on publishers to disseminate their new editions (and when copyright terms were short enough that it was po ssible for a publishers copyright to expire during the authors lifetime). But today many authors might want to revise and distribute their own works but find themselves without the rights they need to do so (and no hope that they will outlive the copyright, which now lasts for the life of the author plus 70 years).AuthorsAlliance.orgAll of this is still confusing for me, what should I do?If youre still confused about copyright law and how it pertains to you as a writer, you should seek legal counsel from an intellectual property attorney who can represent you throughout contract negotiations. Even if you do understand the basics of copyright law, laws have a tendency to change, so its never a bad idea to know where the current law stands and how it protects you and your work.

Housing Excess In Northern Nevada Example

Housing Excess In Northern Nevada Example Housing Excess In Northern Nevada – Case Study Example HOUSING EXCESS IN NORTHERN NEVADA (Comprehensive Housing Market Analysis-2008) ID Number: of Name:Name of School (University)Estimated Word Count: 321Date of Submission: December 28, 2011SUMMARYThe state of Nevada has an economy anchored primarily on tourism-related industries such as gaming, leisure and hospitality enterprises. It is therefore dependent on the discretionary type of spending when people have excess disposable incomes. Back in 2007, its non-farm jobs increased slightly (by 0.4 percent equivalent to about 900 jobs). The gaming, hospitality and the leisure industries provided the main source of employment (18% of total non-farm jobs) which enticed five million out-of-state visitors with an economic impact of approximately US$ billion. Demand for housing is dependent on two main factors: retirees who moved into the state, lured by absence of state taxes, nice climate and recreational attractions at Lake Tahoe and secondly, from inward migration. The state has population growth at 70% coming from migrants while only 30% was from net natural increase (resident births minus resident deaths); this ratio showed how Nevada is dependent on migration due to job prospects and the retirees or seniors. A quite interesting fact is only two counties account for majority of population, which are Washoe County (includes cities of Reno and Sparks- at 99%) and Storey County (Virginia City- at 1%). This population concentration is due to the rest of the Nevada state as inhabitable desert. House prices doubled since beginning 2000 but started to suffer declines starting in the first quarter of 2008 due to bursting of the housing â€Å"bubble† which resulted in excess vacancies of finished housing inventories. This forced developers to convert their condominium projects from for-sale only to rental units with no new large-scale construction projects on the way. A soft housing-sales market (63%) adversely affected the rental market (37%) with a recession denting the demand for new houses. There were 27% less houses sold in 2007 compared to 2006, prices declined by some 10% and unsold units went from 22 weeks to 32 weeks (Leong, 2008, p. 7). Reference ListLeong, P. J. (2008, January 1). Comprehensive housing market analysis: Reno, Nevada. U.S. Department of Housing and Urban Development. Retrieved December 27, 2011 from huduser.org/portal/publications/PDF/CMAR_RenoNV_08.pdf