Analysis of a Media Contested Family, Neighbourhood or Community Essay

Analysis of a Media Contested Family, Neighbourhood or Community - Essay Example Tyler Clementi’s case was handled in an inconclusive manner. The consensus was still not reached as to who what was to be done to the perpetrators in this case, how should the society and the family react and the overall judicial process for bringing people to justice. According to the comments gathered from leading online sources as well as the media covering Tyler Clementi’s case, it can be gathered that it was a case of intolerance from all quarters. The perpetrators identified as Ravi and his friend circle were definitely the major culprits in their sinister acts which lead to the suicide, but equally to blame were Tyler’s parents who failed to treat Clementi’s gender disorder case with care and adequate sensitivity. From all the online commentaries and expert reviews as well as public sentiment the rhetoric can be analysed to be a sentiment that blames the entire system including the judiciary, the academic system, society and family also.

Key characteristics of bureaucracy Essay Example | Topics and Well Written Essays - 500 words

Key characteristics of bureaucracy - Essay Example Webers work dealt with such dominant socio-political institutions like religious authorities, the government, industrial corporations, etc. And in the case of the government, it is through bureaucracy that it interacts with the general population. Bureaucracy can generally be said to contain the following key characteristics: efficiency, organization, procedures, protocols, laws, regulation, regimentation, specialization, etc. Weber added his own perspectives to the understanding of this construct. Firstly, Weber was not wholly critical of bureaucracy. To the contrary, he saw several positive attributes attached to the ideal type. While admitting that even the ideal type bureaucracy can be construed as legal domination, he goes on to say that it is an advancement over earlier forms such as charismatic domination and traditional domination (Huber and Shipan, 2002). In its ideal conception, bureaucracy brings efficiency, organization and concentration of the means of administration. Th ere is also a spirit of egalitarianism seen in this type, whereby the institution helps level the social and economic differences of the general population. On the flip side, the bureaucratic experience can be impersonal and inhumane at times. Weber associated the rise of bureaucracy with the industrial revolution and the attendant flourishing of the capitalist system. Hence, he sees as connection between modernity, capitalism, urbanization and the bureaucratic rationalization of society. In his influential essays such as The City and Capitalism and Rural Society in Germany, Weber acknowledges the â€Å"disappearance of the sociological relevance of the urban-rural distinction. The growth of the nation-state, the development of capitalism as an international order, and the bureaucratic rationalization of more and more areas of social life all mean that the distinctiveness of

Role of Social Media in Egyptian Revolution

Role of Social Media in Egyptian Revolution Table of Contents (Jump to) Introduction Literature Review Background of Revolution Mobilization Theories Use of Social Media in Egypt We are all Khaleed Said Asmaa Mafhouz Use of Social Media during 25th of January Conclusion Bibliography Introduction During the most recent years, the internet has intensified and disseminate in rapid pace like no other phenomenon in the world today. Referring to ITU and World bank, from 20000 to 2014, the number of individuals using internet rose, from 390 milion to 2,923 billion (ITU, 2014). This unmistakably demonstrates the impact of internet on our lives and how that more individuals of different age at this time utilize the web as a part of their regular life to be in touch and correspond with companions or associates, in order to purchase items, watch films, read daily news, or even just look for data that is important to them. In the previous century, the initial stage of internet which was also known as WEB 1.0 was very limited and people could only view the content that was already created for them. However, recently with the technological development there is an increased interaction between internet user, which has lead to Web 2.0. Web 2.0, contrary to Web 1.0, allows people create and share its own content. Flew (2005) , in few words, compared the advancement of the web from 1.0 to Web 2.0 by describing as a â€Å"move from personal websites to blogs and from publishing to participation† (Flew, 2005). The advent of Web.2.0, new media and sites like Facebook or Twitter, has allowed people from different parts of the world are able to experience and witness what is happening all around the world. Hence, new media has changed our world. It has broadened our means of communication and allowed us to connect with people across spaces and time in unprecedented ways. The emergence of technologies summarized as new media undoubtedly provides new means of activism for the world’s people. Referring to Castells (2007) â€Å"the recent advantages in technology, and how the technology is being used have created a new paradigm that is reconfiguring how power is negotiated in the public sphere†. Therefore, the new media has essential implication for political activists who under this new paradigm are able to as Castell points out â€Å" build their autonomy, and confront the institutions of society in their own terms projects†(Castells, 2007). Many crucial historical events, protest and revolutions were feasible thanks to invention of new technologies through different periods of history. The discovery of the print in Europe in mid 15th century helped the Reformation; 1848 revolutions occurred thanks to the Telegraph System which allowed rapid diffusion of political news across the Europe. Therefore technology continues to have an enormous impact in our lives. Social media has had vast impact even in recent times of political crisis such was the Arab Spring that spread-out in Egypt resulting in what many referred to as Twitter Revolution. Accordingly, I will aim to explore the role and the impact of the cyber activism through platforms such Facebook, Twitter, YouTube, blogs on mobilizing people for collective action. The main research question lies on how has the social media impacted and effected the creation of social movements and their mobilization on overthrowing an authoritarian regime as in Egypt during the Arab Spr ing of 2011. Literature Review In recent years, new social media has been a very key topic which many scholars and academics explored. Professors Liervrouw and Livingstone in the Handbook of New Media: Student Edition (2002), which, according to Ellen Wartella, is a the first major review of interactive technologies and their cultural and social context defines social media; â€Å"information and communication technologies and their associated social contexts†( Lievrouw and Livingstone, 2002). Not everyone agrees with effectiveness of Social media, B.J. Mendelson in his book â€Å"Social Media† is bullshit† (2012) tries to expose the myths of social media. He illustrates how the conception of â€Å"social media† first came to importance, and why it has such a prevailing presence in the marketing field. Furthermore, he demonstrates why the Facebook friends and Twitter followers doesn’t not mean nothing without old-fashioned real-world connections. He analyzes famous stories of social media achievements, and reveals some unsettling truths behind the surface. What’s more he tell s how to best control the potential of the Internet—without spending a fortune in the process (Mendelson, 2012). There is a debate among scholars whether how much the social media plays a role and has an impact on collective action and brining social change by toppling authoritarian regimes. Clay Shirky (2008) is one of the foremost researchers to develop on the effects of the internet and support the role of social media as a new social tool for mobilization. In his book â€Å"Here Comes Everybody† he argues in favor of Internet effects on organization. Shirky states that with the creation of social media, a group can be formed without the previous limitations of time and cost. According to him â€Å"tools that provide simple ways of creating groups lead to new groups, [] and not just more groups but more kinds of groups† (Shirky, 2008). On the other hand, not everyone agrees with Shirky’s ideas. Malcom Galdwell, a Canadian journalist, in his 2010 journal is doubtful on the emancipation and empowers aspects of social networking in general. He is skeptical of revolutionary potential of it. Social media, according to him, creates only weak ties which are not powerful enough for powerful action in the terrain. As he puts â€Å"once the activists were defined by their cause, while now they are defined by their tool†(Galdwell, 2010). Numerous people in the scholarly world, media and policy making circles has attempted to comprehend and explain the reasons for the Egyptian Uprising in 2011. The mainstream hypotheses range from poverty and suppression to years of aggravation from unfulfilled expectation of a new generation, etc. Mohamed El Bendary, an expert on Middle Eastern Affairs, in his book â€Å"The Egyptian Revolution: Between Hope and Despair, Mubarak to Morsi† (2013), offer an account and a chronology of the 2011 Egypt’s uprising and its outcomes. As an Egyptian-American, he also analysis the US-Egypt relation and see if Egypt can became a democratic country without US economic assistance or intervention in the interior affairs. Furthermore, Tarek Osman a leading world expert in modern history of Egypt, in his journal for Cairo Review, gives a depth analysis for the causes of Mubarak fall (Osman, 2011). Also, in his book â€Å"Egypt on the Brink: From Nasser to Mubarak† which received universal recognition, he unfolds the reader with the situation in Egypt by giving a prospective on the remarkable demonstrations of January and February of 2011 and the ousting from power of Mubarak. In the renewed publication of his book, he puts those events solely in the framework of Arab Spri ng movement that continued to distress the entire Southern hemisphere. Background of Revolution The 2011 was a key year in the history of Egypt. Suddenly, an unexpected revolution was taking place before everyone’s eyes. On 25th January of 2011, which was also a public holiday known as National Police Day, and 11 days after the president Zine El Abidine Ben Ali was toppled from power in Tunisa, Egyptian demonstrators stormed in the streets of Cairo, Alexandria, Suez and began their struggle in order to bring down Egyptian President Hosni Mubarak, dissolve assembly, and draft a novel constitution. To analyze the characteristic’s and the causes of the Egyptian Revolution is important to get familiar with it’s historical background. In 1981, after the assassination of Anwar Sadat, the Egyptian people continued living under oppressive and authoritarian regime, hence with a different name. The alleged Modern Pharaoh, Hosni Mubarak became one of the longest leaders in power of the modern Egyptian history, ruling for nearly 30 years. With coming to power, Hosni Mubarak, introduced the â€Å"Emergency Law†, through which military officers and government were allowed to violate peoples privacy and detain them for any period of time, without any reason (Kanalley, 2011). As time went by, people began to feel discontent with his internal and external policy. The gradual worsening of socio economic condition, overwhelming and wide-spread corruption, and gap between rich and poor’s fueled the irritation and dissatisfaction of Egypt’s citizens towards his regime (Osman, 2012). A part of the problem was that Mubarak was fully detached and lived isolated from its own people. Tarik Osman writes that people of Egypt knew very little about him personally and he was mostly associated with ceremonials and public events (Osman, 2012). Consequently, the resentment aimed and targeted him personally. During his 30 years in power, people of Egypt only knew him as someone who was responsible for their everyday misery and troubles. This dissatisfaction towards Mubarak, gradually began to turn into violent manifestion of hatred. From 2004, there were many small demonstration where people began tearing his bill-boards and pictures in the street (Osman, 2012). According to Osman, Mubarak in turn responded by relying on containment, coercion and confrontation. Through containment, he wanted to introduce investment plans in order to ease the demands and lessen the pressure especially from the middleclass (Osman, 2012). Coercion turn out to be apparent as a tool to maintain any possible challenge, such as crushing of protest, restriction on civic organization, and the prevalent use of torture (Osman, 2012). On the other hand, confrontation was done in order to restrain any possible potential political force from challenging him in the near future (Osman, 2012). The pressure, determination, and spirit of youngusters—2/3 were under age thirtyfive forced the government to more and more depend on confrontation and coercion rather than containment. However the coercion used by the government gradually started to became unsustainable as the accessibility of Internet and international media gave to population a better consciousness and the prospect to mobilize their dissatisfaction Mobilization Theories The impact of Social Media as a tool for collective action and mobilization can be examined through a set of theories. Clay Shirky (2011) is one of the early researchers to develop on social media as a new social tool for collective action. He asserts that throughout the years, the world technology framework has gotten denser, more intricate, and more participatory. Individuals have picked up more noteworthy access to data, more chances to take part out in the open discourse, and hence, an upgraded capacity to embrace collective action (Shirky 2011). Thus, according to him these innovations such as, YouTube, Facebook, Twitter has become a reality of life and can help facilitate publics demand for change. People, activists, governmental and non governmental organizations, telecommunications firms are all actors that engage and participate in social media sites. Furthermore a key component of political participation can be explained through Manuel Castells network theory, where he believes that weak ties, anononymosity in internet and characteristics of online communication provide a solid ground for activism (Castells, 1996). According to him, Internet has shaped a ‘space of autonomy’ for the trade of information and the distribution of feelings of collective indignation and hope. He points that the lnternet network has turn out to be the tangible supporter of an innovative kind of political activism, an activism that sustains on horizontal networks, on political autonomy, leaderless organization, and baseless solidarity (Castells, 2012). Resource mobilization theory is based on the idea that a social movement success depends on the ability to mobilize people through resources such as time, capital, organizational skills, and several social/political event. By referring to this theory, lnternet offers communication bridges that helps a society build up and provide resources that can be used to coordinate protest where government mistrust is huge and civil activism is steadily suppressed. Use of Social Media in Egypt Social networks such as Facebook, Twitter, Youtube were main actors in providing communitication between protestors and activists. The role and utilization of social media in the Egyptian uprising in 2011 has gathered a considerate amount of interest in the world. We are all Khaleed Said One of the major motives that sparked the hugest outrage in Egypt during that time was the police brutality that resulted in the death of Khaled Said . Khalid Said who was only twenty eight years and a computer engeenigering student, when two police offers entered in the internet caffe and beat him to death, supposedly for uploading a video in the internet, where police officers are seen sharing the drugs they’ve just seized (Bbc.co.uk, 2011). A picture of his corpse in the morgue snapped by his brother with a cellphone, went viral in the internet and caused a major outcry in the public opinion. The image published in the inteternet, according to HRW, showed a fractured skull, dislocated jaw, broken nose, and numerous other signs of trauma (Wedeman, 2010). The shock and outrage on his brutal death lead to the creation of the Facebook page â€Å"We Are All Khaled Said† which later became influential in future organization of demonstrations of 2011.The Facebook page promptly gathered over 460,000 users who spread around the internet the graphic image of Khaled’s disfigured body and YouTube videos contrasting those images with a healthy Said. à ¢Ã¢â€š ¬Ã‚ © The day president Zine El Abidine Ben Ali was toppled from power in Tunisa, â€Å"We are All Khalid Said† created an event in Facebook and declared an uprising in Egypt aswell. Approximatly 500.000 member were invited only in Facebook, to the demonstration of 25th of January, where they could signal whether they’d would attend by clicking â€Å"Yes†, â€Å"Maybe†, or â€Å"No†. Asmaa Mafhouz Seven days before the 25th of January protest, a women named Asma, posted a video on Facebbok, where she asked the people to take part in the demonstration of 25th. Her video went viral and the strongest aspect of this video was that she was not afraid to show her face and identify herself. According to Good man (2011), â€Å"the courage of this act, speaking out so forcefully as a women, inspired many others to start posting their images online†. Many argue that those affecting calls inspired many to join the uprising; Use of Social Media during 25th of January On 25th January of 2011, which day also coincide with National Police Day, huge demonstrations erupted in the streets of Cairo, Alexandria, Suez. The main reason behind the protest was the excessive abuse of police forces, especially in the case of Khalid Said. Among the requests of protesters were the resignation of Police Minister, the re-establishment of a fair minimum wage, abolishing the emergency law, and mandate restrictions for the president. The protestors plan for the first protest of 25th of January was held though online communication, via different Facebook pages (mainly â€Å"We are all Khaled†) and twitter accounts. Their goal was to increase the number of protests in as much cities as possible, especially mobilize those on poorer regions (deprived from PC and internet), and prevent the police cordons (Nuns, 2011). The police was aware about the protests, but, according to EI Bendary, they were expecting only a few number of demonstrators as happened in protests held six years earlier, however they were stunned when they saw the enormous number of activists gathered in Tahiri Square (Bendary 2012, pg 20). According to El Bendary, police must have not been aware of the lnternet use in Egypt, which had resulted in a massive digital connectivity. Conclusion The thesis has analyzed the role and impact of social media in the Egyptian Revolution. Throughout the paper the thesis has expanded and examined the role of The lnternet as a vital instrument that was used during the Arab Spring, especially in Egypt, and how it facilitated the revolution. Consequently, the ideas and beliefs that were diffused all the way through social-network sites, lead to a greater organization and mobilization for collective political action. Therefore, social media can be very effective in delivering the message and coordinating the activism, however its influence should not be overhyped. There are also many other factors that foster the change. Bibliography Bbc.co.uk, (2011).BBC World Service Programmes Egypt: We are all Khaled Said. [online] Available at: http://www.bbc.co.uk/worldservice/programmes/2011/02/110217_outlook_egypt_protests_khaled_said.shtml [Accessed 27 Feb. 2015]. Castells, M. (1996).The rise of the network society. Malden, Mass.: Blackwell Publishers. Castells, M. (2009).Communication power. Oxford, UK: Oxford University Press. El-Bendary, M. (2013).The Egyptian Revolution. Flew, T. (2005).New media. South Melbourne, Vic.: Oxford University Press. Gladwell, M. (2010). Small Change.New Yorker. [online] Available at: http://www.newyorker.com/magazine/2010/10/04/small-change-3 [Accessed 27 Feb. 2015]. Goodman, A. (2011).http://www.democracynow.org/2011/2/8/asmaa_mahfouz_the_youtube_video_that. ITU, (2014).Statistics. [online] Available at: http://www.itu.int/en/ITU-D/Statistics/Pages/stat/default.aspx [Accessed 27 Feb. 2015]. Lievrouw, L. and Livingstone, S. (2005).Handbook of New Media. London: SAGE Publications. Mendelson, B. (2012).Social media is bullshit. New York, N.Y.: St. Martins Press. Nunns, A., Idle, N. and Soueif, A. (2011).Tweets from Tahrir. New York: OR Books. Osman, T. (2012).The Fall of Hosni Mubarak. [online] Aucegypt.edu. Available at: http://www.aucegypt.edu/gapp/cairoreview/pages/articleDetails.aspx?aid=233 [Accessed 27 Feb. 2015]. Osman, T. (2013).from Nasser to the Muslim Brotherhood. New Haven, Connecticut: Yale University Press. Shirky, C. (2008).Here comes everybody. New York: Penguin Press. Wedemen, B. (2010).Demonstrators in Egypt rail against brutality, mans death CNN.com. [online] Edition.cnn.com. Available at: http://edition.cnn.com/2010/WORLD/africa/06/25/egypt.police.beating/ [Accessed 27 Feb. 2015].

An Examination of NATO - USA Relations Essay -- Politics World Histor

An Examination of NATO - USA Relations NATO stands for the North Atlantic Treaty Organization and is a military group started by the United States of America that consists of fifteen other countries including Canada, Belgium, Denmark, France, Germany, Greece, Iceland, Italy, Luxembourg, the Netherlands, Portugal, Spain, Turkey, and the United Kingdom. â€Å"By the time Truman was inaugurated as President in January of 1949, the Cold War was intensifying. Using this tension to his advantage, Truman had campaigned on a platform that gave his future foreign policy a key role. Indeed, he focused on the differences between Communism and democracy, presenting the Communist Bloc as a credible but unpredictable military threat. Americans thus feared the Soviet Union and were ready to take protective measures. Within three months of Truman’s inauguration, the North Atlantic Treaty Organization (NATO) agreement was signed in Washington DC†¦ AS NATO’s strength and mandate grew, it became increasingly threatening to the USSR. Stalin referred to NATO as an ‘aggressive nucleus of power,’† (Schaff 1,2). So as you can see NATO was a very important part of our country and still is today. All countries affiliated with NATO are treated the same. They all basically see themselves as equals and treat every country with great respect. â€Å"It was a mutual military assistance treaty, stipulating that if one of these above listed countries were attacked, the others would come to its aid† (Schaff 2). And being the most powerful member of NATO, the United States has included new branches of the organization including the North Atlantic Council which holds the highest authority, Allied Command Atlantic, Allied Command Channel, and Allied Command Europ... ...won’t know for a while whether or not their will be another expansion of NATO. Even though this would be a great thing for the organization, Russia won’t be backing down anytime soon. In conclusion, NATO has been a great source of power for our world. Without the United States there is no way that NATO would be what it is today and many are thankful to us for that. NATO has done so much for the world and will continue to do so. Even though some think that NATO has worn out its welcome, we can assure you that NATO is here to stay. Sources: Friedman, Thomas L. â€Å"Putin Pushes Back.† New York Times 14 Feb.2007, late ed. Michta, Andrew A. â€Å"What Next for NATO?† Orbis 2007 Schaff, Marta. â€Å"North Atlantic Treaty Organization.† 2005, p1 Shanker, Thom. â€Å"Leaving NATO, U.S General Still Seeks Troops for Afghanistan.† New York Times 21 Dec. 2006, late ed.

Passage to India

An exploration of these possibilities hopefully shall veal which meaning, If not all of them, Forester Intended the Marimba Caves to possess. On a metaphysical level, the Caves can be seen as a representation of the subconscious. By entering the caves one penetrates the dark, cavernous realm of one's own psyche. Several characters experience a revelation within their walls. Mrs.. Moor's revelation is that of immense hopelessness. Her experience in the cave creates a sense of chaos and the sense that despite what is said or known in the world, It Is all essentially meaningless.The echo she hears reinforces this revelation to her. The scary resounding â€Å"boom† reduces every individual sound or voice to a continuous and indistinct noise (Forester 163). She meditates that the sound, â€Å"had managed to murmur ‘Pathos, piety, courage-they exist, but are identical, and so is filth. Everything exists, nothing has value. ‘ If one had spoken vileness in that place, or quoted lofty poetry, the comment would have been the same-‘oh-boom† (165). It is here she realizes the whole of human history has sounded Just Like this and that her existence makes no Impression upon it at all.That no matter what Is done and said It s all in the end meaningless. For her, the caves symbolize the antiquity of existence and she has been reduced to being another nonsensical blurb in the annals of time. When she emerges from the cave, Adele asks Mrs.. Moore if she saw the reflection of a match, calling it pretty. Mrs.. Moore claims to have forgotten, but ultimately the only thing she saw In the cave was a reflection of her fears. For the young Adele, the caves Invoke a different revelation.Perhaps their enormity and sense of removal from the world make her meditate on the decision she Is going to make to marry Irony. Looking upon the rock formations as if ripples in her own mind, she is reminded of her relationship with Irony and asks, â€Å"What about love ? † (168). Within these walls, she realizes that she is about to marry a man she does not love and ultimately by traversing the corridors of her own mind, she reaches a sense of inner awareness. Adele has a sudden epiphany In the caves and â€Å"vexed, rather than appalled, she stood still, her eyes on the sparkling rock† (168).Perhaps this sparkling rock that Adele focuses on represents a light that has been turned on inside of her. However, unlike Mrs.. Moore who is reduced to an irritable depression, Adele has what appears be a mental breakdown. She has made a decision to escape the confines of societal pressures and not marry Irony. This knowledge provokes such a state in her that she seems to be in a trance, unaware of the hysteria surrounding her until her Inner echo stops during the trial. After renouncing all charges against Aziza; Adele confides Tanat parlor to near cave explosion, sense experienced â€Å"a sort AT sadness. . Tanat I could not detect at the ti me†¦ No, nothing as solid as sadness: living at half pressure expresses it best. Half pressure† (266). Inside the caves is where she recognizes that so far she was not living her life â€Å"full steam†. Perhaps this revelation at a life led devoid of true experiences and satisfaction caused her possible â€Å"hallucination†. Up until this point in her life, she had seen life in only one direction; now there were many. In court, she conjures up this multi-directional view; describing it as a â€Å"double relation† (253).She tries to recount the day at the caves and questions herself as to why she did not enjoy what was around her initially. Looking back she realizes that it was â€Å"all dutiful and significant, though she had been blind to it at the time† (253). For both women the entrance into the caves is like an entrance into their own mind. They derive a new sense of knowledge within the hollowed walls and emerge with an echo- a â€Å"boom † that haunts them; an echo that may be the resounding hum of their own subconscious (168). This haunting echo for Mrs..Moore serves as a reminder of her own insignificance and mortality; while for Adele the echo chips away at her, revealing that perhaps she is uncomfortable with her new self-awareness until she can properly interpret it. However, she will need time to do this, remarking that â€Å"the vision disappeared whenever she wished to interpret it† (267). One can only speculate on Dale's revelation and her supposed â€Å"insult†. In the end she loses interest in who could have insulted her in the cave; because ultimately she encountered someone much more important in those walls, herself.Essentially, Adele grapples with three different issues: the â€Å"concept of her own Brutishness crumbles, as the very essence of her identity alters, [and] her disenfranchisement in Anglo-India 56). Her first step of assertion is by renouncing her accusations against Aziza. By disentangling herself from the British and their need to scapegoat him she has effectively removed herself from the Anglo-Indian system and become her own woman. In a more literal fashion the caves can be seen as momentary freedom from the constraints of each individual's society; Moslem, Hindu, and Anglo-Indian all converge here.The Marimba Cave setting is a less formal affair then the â€Å"bridge party' and serves as a removal from the country club and mosques that separate them. However, this confluence of cultures has disastrous results for the main characters. The initial entrance into the caves is described as absolute chaos by Mrs.. Moore. Inside there is no light and no distinctions can be made between people. She describes the caves as being, â€Å"Crammed with villagers and servants†¦ She lost Adele and Aziza in the dark, didn't know who touched her, couldn't breathe, and some vile naked thing struck her face and settled on her like a pad† (Forester 162).Here she suffers a panic attack at what is essentially a removal of the rigid hierarchies she is accustomed to. She is disgusted and threatened by the vile naked pad which slaps her and then turns out to simply be a baby. It is because she cannot see and categorize what is around her that she â€Å"went mad, hitting and gasping like a fanatic† (162). It is too much chaos for her and the scene unleashes her instinctual, primitive reaction; far from the decorum she may have though herself to possess. Despite her kindness and â€Å"orientation†, Mrs.. Moore is as reliant on a structured system as any AT near countrymen .I Nils scans AT Matrimonial TTY amongst cultures continues when Adele and Aziza enter the next cave. The reader is never informed of what really happens within the cave due to the narrative being from Jazz's respective. However, Dale's supposed insult resulting from Jazz's advances creates outrageous turmoil. It is rooted in the problem that they- a Moslem Indian and a British woman- are alone in such an environment. The insinuation here is that by lowering their guards both parties have suffered. If Adele was in fact insulted, then it was a result of being so familiar with an Indian man.However, if Aziza was innocent the problem was essentially still a result of taking the chance of having too much freedom around a British woman. This reprieve from town and cultural boundaries as shown that distrust and miscommunication are embedded within these groups. Essentially, by showing the havoc that ensues from being at the caves far away from societal restrictions, Forester is showing that perhaps there is a necessity for a separation of cultures when such misunderstanding and distrust exists. There will never entirely be hope for a healthy convergence of cultures if such elements of suspicion linger.The ideas of freedom and the subconscious that the caves inspire may only help to compound the element of mystery they possess. Monk no tes that, The Marimba Caves have a corrosive, annihilating effect on those who are susceptible to their power, and they become the central mystery of â€Å"mysterious India† in Forester's Passage thereto†. The caves are both a representation of mystery and the source of it. It is within their confines that Adele is â€Å"insulted†; yet the reader never really knows what happened if anything did happen at all.The mystic trance they seem to infuse their visitors with can be seen as reflective of the mystery of Eastern spirituality to western eyes. The east possesses a culture so different from the English; that it is resented as an enigma to them that can never be solved. McCauley remarks that, â€Å"Everything Indian is haloed in mystery; the caves, the landscape, even the bird that the English see in a tree and cannot identify, for â€Å"nothing in India is identifiable, the mere asking of a question causes it to disappear and to merge in something else† (201).The Marimba caves carry an enigmatic power. Forester comments that this power lies in their defiance of time and meaning, stating that â€Å"Nothing is inside them, they were sealed up before the creation of pestilence or treasure; if mankind grew Uris's and excavated, nothing, nothing would be added to the sum of good or evil† (Forester 119). Marimba caves may also serve as another example of the need to determine mystery from muddle. Earlier in the novel, a conversation is posed concerning the difference between the terms.Adele generally admits to abhorring mysteries, while Fielding chimes in agreement that â€Å"We English do† (73). However, it is Mrs.. Moore who makes the distinction between liking a mystery and disliking a muddle. The conversation ends with the question as to if India is a muddle. If India is a muddle, or not; what then would the caves be? Perhaps if the definition of the caves can be determined, then one could unlock the answer to whether I ndia is a muddle or mystery. The difference between the terms mystery and muddle are never clearly defined in the novel.However, a mystery by definition generally has an answer at the end. The implication of the word muddle is that there is no answer and randomness exists. If one examines the caves and the events within them, perhaps muddle could be the more appropriate description. Mrs.. Moore certainly described chaos, and the mystery AT Dale's Insult Is never solved. In ten caves scans ensues Ana no solutions are offered. This would indicate muddle. If the caves are muddle and reflect the real India; is India, therefore, a muddle or a mystery? Fielding seems to think â€Å"Indian's a muddle† (73).However, if India is a muddle than the implications of this could be boundless. For if this one country and culture is summed up as a muddle, could not the same opinion be made about most other places and people? Is mankind's existence random, chaotic, and essentially devoid of an y real answers? These questions sound undoubtedly like what Mrs.. Moore was asking herself outside of the Marimba caves. She drew a linear relationship between the nothingness of the caves and her own existence; indicating the same connection between these elements.Perhaps Forester's caves serve the purpose of showing that everything is essentially muddled. This muddle or mystery, subconscious, and freedom are all to be found with the Forester's Marimba Caves. Each character upon entering them emerges with their own definition of their meaning. Mrs.. Moore and Adele both approached the caves as if taking a walk within the confines of their own psyches, each discovering their worries and their fears. Aziza found himself victim to the caves and the mystery that happened within them.In addition, all of these characters experienced the ramifications and revelations that arise when one is free from societal observation. The question was posed of whether the caves represented freedom, the subconscious, or the mystery of India. After careful exploration, it is obvious that the caves represent all of these different elements. Perhaps the Marimba caves even represent what is seemingly impossible- both meaning and muddle. Their contradictory coexistence might be the real mystery of India, and of existence. , Works Cited Forester, E. M. A Passage to India. Passage to India An exploration of these possibilities hopefully shall veal which meaning, If not all of them, Forester Intended the Marimba Caves to possess. On a metaphysical level, the Caves can be seen as a representation of the subconscious. By entering the caves one penetrates the dark, cavernous realm of one's own psyche. Several characters experience a revelation within their walls. Mrs.. Moor's revelation is that of immense hopelessness. Her experience in the cave creates a sense of chaos and the sense that despite what is said or known in the world, It Is all essentially meaningless.The echo she hears reinforces this revelation to her. The scary resounding â€Å"boom† reduces every individual sound or voice to a continuous and indistinct noise (Forester 163). She meditates that the sound, â€Å"had managed to murmur ‘Pathos, piety, courage-they exist, but are identical, and so is filth. Everything exists, nothing has value. ‘ If one had spoken vileness in that place, or quoted lofty poetry, the comment would have been the same-‘oh-boom† (165). It is here she realizes the whole of human history has sounded Just Like this and that her existence makes no Impression upon it at all.That no matter what Is done and said It s all in the end meaningless. For her, the caves symbolize the antiquity of existence and she has been reduced to being another nonsensical blurb in the annals of time. When she emerges from the cave, Adele asks Mrs.. Moore if she saw the reflection of a match, calling it pretty. Mrs.. Moore claims to have forgotten, but ultimately the only thing she saw In the cave was a reflection of her fears. For the young Adele, the caves Invoke a different revelation.Perhaps their enormity and sense of removal from the world make her meditate on the decision she Is going to make to marry Irony. Looking upon the rock formations as if ripples in her own mind, she is reminded of her relationship with Irony and asks, â€Å"What about love ? † (168). Within these walls, she realizes that she is about to marry a man she does not love and ultimately by traversing the corridors of her own mind, she reaches a sense of inner awareness. Adele has a sudden epiphany In the caves and â€Å"vexed, rather than appalled, she stood still, her eyes on the sparkling rock† (168).Perhaps this sparkling rock that Adele focuses on represents a light that has been turned on inside of her. However, unlike Mrs.. Moore who is reduced to an irritable depression, Adele has what appears be a mental breakdown. She has made a decision to escape the confines of societal pressures and not marry Irony. This knowledge provokes such a state in her that she seems to be in a trance, unaware of the hysteria surrounding her until her Inner echo stops during the trial. After renouncing all charges against Aziza; Adele confides Tanat parlor to near cave explosion, sense experienced â€Å"a sort AT sadness. . Tanat I could not detect at the ti me†¦ No, nothing as solid as sadness: living at half pressure expresses it best. Half pressure† (266). Inside the caves is where she recognizes that so far she was not living her life â€Å"full steam†. Perhaps this revelation at a life led devoid of true experiences and satisfaction caused her possible â€Å"hallucination†. Up until this point in her life, she had seen life in only one direction; now there were many. In court, she conjures up this multi-directional view; describing it as a â€Å"double relation† (253).She tries to recount the day at the caves and questions herself as to why she did not enjoy what was around her initially. Looking back she realizes that it was â€Å"all dutiful and significant, though she had been blind to it at the time† (253). For both women the entrance into the caves is like an entrance into their own mind. They derive a new sense of knowledge within the hollowed walls and emerge with an echo- a â€Å"boom † that haunts them; an echo that may be the resounding hum of their own subconscious (168). This haunting echo for Mrs..Moore serves as a reminder of her own insignificance and mortality; while for Adele the echo chips away at her, revealing that perhaps she is uncomfortable with her new self-awareness until she can properly interpret it. However, she will need time to do this, remarking that â€Å"the vision disappeared whenever she wished to interpret it† (267). One can only speculate on Dale's revelation and her supposed â€Å"insult†. In the end she loses interest in who could have insulted her in the cave; because ultimately she encountered someone much more important in those walls, herself.Essentially, Adele grapples with three different issues: the â€Å"concept of her own Brutishness crumbles, as the very essence of her identity alters, [and] her disenfranchisement in Anglo-India 56). Her first step of assertion is by renouncing her accusations against Aziza. By disentangling herself from the British and their need to scapegoat him she has effectively removed herself from the Anglo-Indian system and become her own woman. In a more literal fashion the caves can be seen as momentary freedom from the constraints of each individual's society; Moslem, Hindu, and Anglo-Indian all converge here.The Marimba Cave setting is a less formal affair then the â€Å"bridge party' and serves as a removal from the country club and mosques that separate them. However, this confluence of cultures has disastrous results for the main characters. The initial entrance into the caves is described as absolute chaos by Mrs.. Moore. Inside there is no light and no distinctions can be made between people. She describes the caves as being, â€Å"Crammed with villagers and servants†¦ She lost Adele and Aziza in the dark, didn't know who touched her, couldn't breathe, and some vile naked thing struck her face and settled on her like a pad† (Forester 162).Here she suffers a panic attack at what is essentially a removal of the rigid hierarchies she is accustomed to. She is disgusted and threatened by the vile naked pad which slaps her and then turns out to simply be a baby. It is because she cannot see and categorize what is around her that she â€Å"went mad, hitting and gasping like a fanatic† (162). It is too much chaos for her and the scene unleashes her instinctual, primitive reaction; far from the decorum she may have though herself to possess. Despite her kindness and â€Å"orientation†, Mrs.. Moore is as reliant on a structured system as any AT near countrymen .I Nils scans AT Matrimonial TTY amongst cultures continues when Adele and Aziza enter the next cave. The reader is never informed of what really happens within the cave due to the narrative being from Jazz's respective. However, Dale's supposed insult resulting from Jazz's advances creates outrageous turmoil. It is rooted in the problem that they- a Moslem Indian and a British woman- are alone in such an environment. The insinuation here is that by lowering their guards both parties have suffered. If Adele was in fact insulted, then it was a result of being so familiar with an Indian man.However, if Aziza was innocent the problem was essentially still a result of taking the chance of having too much freedom around a British woman. This reprieve from town and cultural boundaries as shown that distrust and miscommunication are embedded within these groups. Essentially, by showing the havoc that ensues from being at the caves far away from societal restrictions, Forester is showing that perhaps there is a necessity for a separation of cultures when such misunderstanding and distrust exists. There will never entirely be hope for a healthy convergence of cultures if such elements of suspicion linger.The ideas of freedom and the subconscious that the caves inspire may only help to compound the element of mystery they possess. Monk no tes that, The Marimba Caves have a corrosive, annihilating effect on those who are susceptible to their power, and they become the central mystery of â€Å"mysterious India† in Forester's Passage thereto†. The caves are both a representation of mystery and the source of it. It is within their confines that Adele is â€Å"insulted†; yet the reader never really knows what happened if anything did happen at all.The mystic trance they seem to infuse their visitors with can be seen as reflective of the mystery of Eastern spirituality to western eyes. The east possesses a culture so different from the English; that it is resented as an enigma to them that can never be solved. McCauley remarks that, â€Å"Everything Indian is haloed in mystery; the caves, the landscape, even the bird that the English see in a tree and cannot identify, for â€Å"nothing in India is identifiable, the mere asking of a question causes it to disappear and to merge in something else† (201).The Marimba caves carry an enigmatic power. Forester comments that this power lies in their defiance of time and meaning, stating that â€Å"Nothing is inside them, they were sealed up before the creation of pestilence or treasure; if mankind grew Uris's and excavated, nothing, nothing would be added to the sum of good or evil† (Forester 119). Marimba caves may also serve as another example of the need to determine mystery from muddle. Earlier in the novel, a conversation is posed concerning the difference between the terms.Adele generally admits to abhorring mysteries, while Fielding chimes in agreement that â€Å"We English do† (73). However, it is Mrs.. Moore who makes the distinction between liking a mystery and disliking a muddle. The conversation ends with the question as to if India is a muddle. If India is a muddle, or not; what then would the caves be? Perhaps if the definition of the caves can be determined, then one could unlock the answer to whether I ndia is a muddle or mystery. The difference between the terms mystery and muddle are never clearly defined in the novel.However, a mystery by definition generally has an answer at the end. The implication of the word muddle is that there is no answer and randomness exists. If one examines the caves and the events within them, perhaps muddle could be the more appropriate description. Mrs.. Moore certainly described chaos, and the mystery AT Dale's Insult Is never solved. In ten caves scans ensues Ana no solutions are offered. This would indicate muddle. If the caves are muddle and reflect the real India; is India, therefore, a muddle or a mystery? Fielding seems to think â€Å"Indian's a muddle† (73).However, if India is a muddle than the implications of this could be boundless. For if this one country and culture is summed up as a muddle, could not the same opinion be made about most other places and people? Is mankind's existence random, chaotic, and essentially devoid of an y real answers? These questions sound undoubtedly like what Mrs.. Moore was asking herself outside of the Marimba caves. She drew a linear relationship between the nothingness of the caves and her own existence; indicating the same connection between these elements.Perhaps Forester's caves serve the purpose of showing that everything is essentially muddled. This muddle or mystery, subconscious, and freedom are all to be found with the Forester's Marimba Caves. Each character upon entering them emerges with their own definition of their meaning. Mrs.. Moore and Adele both approached the caves as if taking a walk within the confines of their own psyches, each discovering their worries and their fears. Aziza found himself victim to the caves and the mystery that happened within them.In addition, all of these characters experienced the ramifications and revelations that arise when one is free from societal observation. The question was posed of whether the caves represented freedom, the subconscious, or the mystery of India. After careful exploration, it is obvious that the caves represent all of these different elements. Perhaps the Marimba caves even represent what is seemingly impossible- both meaning and muddle. Their contradictory coexistence might be the real mystery of India, and of existence. , Works Cited Forester, E. M. A Passage to India.

The effects of Information and Communication Technologies Essay

In the last few years India has made rapid strides as a developing nation. Education has played a key role in that. Educational institutions, which lay down the foundation for learning and understanding, have reached out to the corners of the country. The purpose of this paper aims to bring together the findings and key points from a review of significant part of the available literature associated with ICTs for Education and ICTs in Education. This review set out to identify and evaluate relevant strategies in national and international research and initiatives related to measuring and demonstrating the effective use of ICT for education. Schools, colleges, IIMs, IITs and other professional institutions are no longer confined to the metros but are reaching out to the fringe areas as well. What has been critical in this regard is that not only the sources of education have increased, but the manner in which knowledge is imparted has also gone a sea change, courtesy the information an d communication technology. Summary: Information and communication technologies (ICT) have become commonplace entities in all aspects of life. The use of ICT in education lends itself to more student-centred learning settings. Effective use of ICT for Education, along with ICT use in the teaching learning process, quality and accessibility of education, learning motivation is shown in this paper. The introduction of the term ‘ICT’ (information and communication technology) around 1992, when e-mail started to become available to the general public (Pelgrum, W.J., Law, N., 2003). The concept of mobile learning was emerged about a decade ago and got recognition as a new research field. Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of the core of education, alongside reading, writing and numeracy. The world moving rapidly into digital media and information, the role of ICT in education is becoming more and more important and this importance will continue to grow and develop in the 21st century. According to a United Nations report (1999) ICTs cover Internet service provision, telecommunications equipment and services, information technology  equipment and services, media and broadcasting, libraries and documentation centres, commercial information providers, network-based information services and other related information and communication activities. According to UNESCO (2002) information and communication technology (ICT) may be regarded as the combination of ‘Informatics technology’ with other related technology, specifically communication technology. The 1990s was the decade of computer communications and information. ICTs for education refers to the development of information and communications technology specifically for teaching/learning purposes, while the ICTs in education involves the adoption of general components of information and communication technologies in the teaching learning process. ICT enhancing teaching and learning process: The field of education has been affected by ICTs, which have undoubtedly affected teaching, learning and research (Yusuf, 2005). Teachers generate meaningful and engaging learning experiences for their students, strategically using ICT to enhance learning. ICT enhancing the quality and accessibility of education: ICT increases the flexibility of delivery of education so that learners can access knowledge anytime and from anywhere. ICT enhancing learning Environment: ICT presents an entirely new learning environment for students, thus requiring a different skill set to be successful. ICT enhancing learning motivation: ICTs can enhance the quality of education in several ways, by increasing learner motivation and engagement, by facilitating the acquisition of basic skills, and by enhancing teacher training. ICT enhancing the scholastic performance: Based on the extensive usage of ICTs in education the need appeared to unravel the myth that surrounds the use of information and communication technology (ICT) as an aid to teaching and learning, and the impact it has on students’ academic performance. Scope of Mobile Learning: Information and Communication Technology is playing a vital role to shaping the learning method, by providing better resources to learn remotely. Mobile technology was presented in 1990s and become the most popular way of communication. Mobile learning facilitates learners to move effortlessly over varied positions and to connect up learning in different localities. CONCLUSION: Education has become one of the most important issues not only for the individuals but for organizations and governments around the world. Since the world is changing rapidly with the advancement in technology informal ways of learning are also required for that purpose. ICTs for education refers to the development of information and communications technology specifically for teaching/learning purposes, while the ICTs in education involves the adoption of general components of information and communication technologies in the teaching learning process. This literature review has sought to explore the role of ICT in education as we progress into the 21st century. Mobile enabled technology has played an important role to build and implement new solutions for informal learning. The adoption and use of ICTs in education have a positive impact on teaching, learning, and research. The overall literature suggests that successful ICT integration in education. References: An Effective use of ICT for Education and Learning by Drawing on Worldwide Knowledge, Research, and Experience, ICT as a Change Agent for Education (A LITERATURE REVIEW), Syed Noor-Ul-Amin, Ph.D Research Scholar, Department Of Education, University Of Kashmir e.mail:syd_aman@rediffmail.com. Volume 4, No. 8, May-June 2013 International Journal of Advanced Research in Computer Science RESEARCH PAPER, Available Online at www.ijarcs.info