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COM 201 Strayer University How Technology Has Impacted Society Informative Speech Essay

COM 201 Strayer University How Technology Has Impacted Society Informative Speech Essay.

Select either Topic A or Topic B for your informative speech. o Topic A: How Technology Has Impacted Society o Topic B: History of Your Hometown2) Create an outline or speaking notes in Microsoft Word.o Download the Microsoft Word template in the “Assignment 2.1” sectionlocated in Week 4 of your course.o Develop a specific purpose, central idea, and several main points so you’ll stay within the 3–minute time limit.o You must use at least two quality resources.3) Submit the completed Microsoft Word template in Blackboard (this is separate fromyour speech/self–review).4) For this assignment, you will not compose an essay or speech. You are only required to submit an outline.Assignment 2.2Informative Speech and Self–ReviewDue Week 5: 145 points1) Part 1: Record or upload your speech.o Refer to your outline or speaking notes to deliver your speech. Do not read your notes word for word.o Follow the technical instructions for recording your video in the “Assignment 2.2” section located in Week 5 of your course.o Remember to watch your recording. Do you want to submit it, or do you want to record another version?2) Part 2: Complete the self–review questions.o After you have recorded your speech, address the self–review questions in the “Assignment 2.2” section located in Week 5 of your course. This reflection helps you step back and take a second look at your work, with an eye on improvement and highlighting your achievements!
COM 201 Strayer University How Technology Has Impacted Society Informative Speech Essay

Straight Edge Subculture Research Paper. Introduction Straight Edge is a subculture embedded on the hardcore punk music, which is characterized by strict abstinence from alcohol, tobacco and other frivolous drugs. According to Muggleton (2000) Straight Edge subculture emerged as a result of direct reaction to profligacy and sexual recreation in the late 1970s. The Straight Edge movement comprises of youthful people seeking more freedom, as shown by their tendency to engage in doing forbidden things. As it has been observed, the Straight Edge subculture comprises of a way of life having its own ideologies, clothing fashion styles, music art, and literature (Haenfler, 2006). Diversity in religion is also explicit in the group’s members where some of them are followers of Christianity, while others follow the virtues of agnosticism. In Straight Edge subculture, music forms the realm of the group’s values as it is the fundamental basis of its ideology through the message conveyed through the lyrics. As reported by Wood (2006) the Straight Edge cultural group plays hardcore punk-rock tunes, though they have gone through various periods of rigorous alliance with punk musicians. One of the predominant popular symbols of the cutting edge sub-cultural group is “X”, which is worn as a tattoo or made on their clothing (Wooden and Blazak, 2001). It is also important to note that, Straight Edge group members are considered gangs by law enforcers, despite the minority of the group being identified as being violent. History of Straight Edge Subculture Straight Edge subculture has its origin in the late 1970s, and was characterized by shouted vocals and lyrics. The adherences of the Straight Edge movement constituted of white middle working class adolescents associated with punk ideals like individualism and live-for-the-moment lifestyles (Haenfler, 2006). Straight Edge outlooks can be found in lyrics of early 1980s pop group Minor Threat, most unequivocally in their lyric ‘Straight Edge’. The ‘Minor Threat’ band, which was led by singer Lan MacKaye, was the leader of the revolutionary music movement which advocated against drugs and sexual recreations. As noted by Wood (2006), the ultimate idea of the movement was evacuate drugs addition from the youthful society, and establish a strong basis for marriages where they advocated for abstinence from sex without love. The symbol “X’ was adopted by the group followers in the year 1985 when the group was reaching its extreme levels of hostility by the government. The reason why the group was being fought was due to the high likelihood of war emergence between the Straight Edge followers and the entire members of the society who violated the ideas of the group (Williams, 2004). As a result, the entire sub-culture of Straight Edge has been considered as an illegal group, whose members are perceived as having potential threat to the peace in the society. Early Straightedge pop groups in Washington DC were the Minor Threat, Teen Idles and State of Alert, which seemed to be homogeneous until late 1980s when some disparity started emerging within the subculture (Kaplan and Lööw, 2002). By early 1990s, the Straight Edge subculture had segregated into various levels, as opposed to the initial situation when Straight Edge group was homogeneous without disparities. One of the levels of the straight edge constituted of the strict followers of Lan MacKaye’s imperatives which included zero tolerance to alcohol, and smoking of tobacco. The second level of the Straight Edge subculture was called ‘The H.C Straight Edge’ alias the Hard-Core group (Haenfler, 2006). These people were considered as activists of the straight edge group, as evidenced by their tendency to follow music scenes closely, especially those songs which advocated for anti-drugs. The last level of Straight Edge subculture constituted of individuals who seemed less concerned on being strict followers of Straight Edge group, but their in their personal lifestyles they upheld the core values of the Straight Edge sub-culture (Wooden and Blazak, 2001). By the year 2000, very small number of revolutionary Straight Edge followers had remained. This decline in the radical behavior in the straight edge sub-culture can be associated with the lack of well established Straight Edge pop group leading the entire movement. As a result, wide disparity in lyrics and musical lifestyles among straight edge bands was experienced by the end of the year 2000 (Kaplan and Lööw, 2002). Though the symbol ‘X’ remained outstanding among the followers of the Straight Edge subculture across all the levels, the entire group had experienced subsequent disintegrations by the year 2008. By analogy, hardcore punk pop-rock followers constituted of persistent touring of youths throughout the revolution of the Straight Edge subculture (Regoli et al, 2011). The Major Activities of the Straight Edge Followers The initial main activity which the followers of Straight Edge group engaged in was pop music with punk. Tattooing practices have been meticulously considered activity in the Straight Edge sub-culture, though very few followers of the group have been reported as being experts of tattooing practices (Williams, 2004). It is important to note that, tattooing practice has predominantly been considered as a form of insolence in social situations like prisons among others. In this regard, the underlying perception of straight edge activists was that, they were dangerous groups like other rebellious subcultures like gangs and carnivals. By remaining inseparable from the hardcore music based on punk genres, the Straightedge subculture the Straight Edge pop group has largely impacted on the entire subculture (Haenfler, 2006). Rather than engaging in hedonistic and physically destructive activities, Straight Edge followers adopted defiant groups like ‘original’ Punks, Skin Heads and Ravers among others. In order to promote their message of personal appeasement and control, Straight Edge followers associated themselves with tattooing practices (Wooden and Blazak, 2001). For instance, the Riot Grrls defiant group had all its members tattoo their hands with the subcultures mark of “X’ as a means to promote the message of personal pacification. As a result, there have been in-house apprehension and debates about the authenticity of the Straight Edge sub-cultural beliefs and physical activities. The lifestyle upheld in the followers of the group seems questionable in the way they engage in various resistances. For example, Wood (2006) reports on how 31 Canadian followers of Straight Edge group resistance against tolerant corporal excess alerted the government since this action implied a sense of defiance. Theoretical Framework Underpinning Straight Edge Subculture Sociologically, defiance is a well-to-do drapery woven by litany of hypothetical and substantive outfits. Theorizing how corporeal activities like piercing can be carried out in the course of representing cultural dissension. Among the various sources of physical resistance, marginalization and racial stereotyping have been considered as the core foundations of the rise of defiance among youths (Regoli et al, 2011). As reported by Wood (2003), one of the social theories explaining the development of Straight Edge defiant group is the social control theory. One of the assumptions of the social control theory is that, if an individual does not develop self-control early in life, he/she is not likely to be bonded psychologically to society. The actual source of defiance according to this theory is defective socialization within the individual. In this regard, families and schools are important to ensure socialization and control of the young individuals so that they can embrace the social norm trends in the society (Williams, 2004). According to Muggleton (2000), theory of social control through social bonds is an individual-level theory, which focuses on social-psychological processes. This theory has found its significance in explaining the emergence of youth defiance as evidenced in the Straight Edge subculture. With the youths adopting their own way of life, it is evident that the followers of the Straight Edge sub culture have deviated from the societal lifestyle trends. Kaplan and Lööw (2002) argued that as individuals develop, they form bonds to other members of society and institutions within society and that defiance is deterred by the threat of losing these bonds. Precisely, defiance behavior is said to occur when an individual’s bonds to society are weakened or get broken. The key control variables acknowledged by McCrea (2007) in the social control theory are attachment (affection for others), commitment (one’s investment in the society), participation in conventional activities, and belief in the societal rules. Despite that figurational sociology has been largely under-utilized in the exposition of social conflict; Irwin (1999) has clearly pointed out how social dissent and defiance are closely related. Precisely, the values of enlightened behavior are propagated within defense figurations of inter-reliant actors, and the overriding social regulations. By sidelining its values from the societal mainstream course of values, the Straight Edge subculture can be considered as being defiant. Though the group comprises of few violent individuals, the ultimate outlook of the entire group can be attributed to social resistance. Society’s Response towards the Straightedge Subculture Through focusing their messages at their relatives, sub-cultural peer groups, the conventional youth and the society at large, the Straight Edge subculture produced a multifaceted disagreement that individuals could adapt their own interests. One of the most fundamental movements in the subculture was the identification with cleanliness, where their positive living ended up in their resistance to societal norms (Helton and Staudenmeier, 2002). While the followers of the subculture were largely involved in societal recreational projects, the government perceived such people as defiant and a potential threat to the internal peace. As a result, the law enforcers were extremely hard and strict on such groups whenever they were identified in various projects. Since this subculture was largely involved in fighting fir human rights, some members of the society ended up conforming to its customs (Haenfler, 2006). However, the engagement of the group in resistance or disapproval of certain aspects of societal dominant culture and making of invisible ideologies visible aroused a lot of conflict between the society and the followers of the subculture. By having illusionary tendencies, the Straight Edge movement contradicted its values in the way it advocated for anti-sexism, yet it had male-centered ideology (Haenfler, 2004). I thus suggest that, participation has actual penalties for the lives of its affiliates, other peer-groups, and perhaps the conventional society. Conclusion Straight Edge subculture has been evidenced to be associated with some defiance in the way the members enforce their families, and peer members to customize to the groups values. Having its core activities embedded on music and tattooing, the sub-cultural group can be considered to be constructed on both personalized and collective basis. The social control theory has been considered as one of the most accurate social theories that can be used to explain the existence of Straight Edge subculture. Though the group has been engaging in various recreational projects, the law enforcers has always perceived the entire group followers as being defiant in the way they seem to enforce the society to customize to their lifestyles. References Haenfler, R. (2004). Rethinking sub-cultural resistance: Core values of the Straight Edge Movement. Journal of Contemporary Ethnography, Vol. 33(4), p.406-436. Haenfler, R. (2006). Straight Edge: Hardcore punk, clean living youth, and social change. Rutgers University: Rutgers University Press. Helton, J. and Staudenmeier, W. (2002). Re-imagining being ‘straight’ in straightedge. Contemporary Drug Problems, Vol. 29 (2), p. 445-446. Irwin, D. (1999). The Straight Edge subculture: Examining the youths’ drug-free way. Journal of Drug Issues, Vol. 29 (2), p. 365-380. Kaplan, J. and Lööw, H. (2002). The cultic milieu: Oppositional subcultures in an age of globalization. Walnut Creek, CA: AltaMira Press. McCrea, R. (2007). Out of step: Faces of Straight Edge subculture. Philadelphia: Empire Press. Muggleton, D. (2000). Inside subculture: The postmodern meaning of style. Oxford, UK: Berg Publishers. Regoli, R., Hewitt, J. and DeLisi, M. (2011). Delinquency in society: The essentials. New York: JonesStraight Edge Subculture Research Paper

The Social Context For Language Learning English Language Essay

In this paper, I will discuss Micahel P. Breens article The Social Context for Language Learning: A Neglected Situation. Breens article highlights the study of classroom language learning from two different perspectives namely research and teaching. In particular, the writer’s paper centralizes around two arising questions from the researcher and the teacher’s perspectives: (1) what are the specific contributions of the classroom to the process of language development? And (2) in what ways might the teacher exploit the social reality of the classroom as a resource for the teaching of language? The article reveals that the writer exploring the language learning research in the form of metaphor namely ‘the classroom as experimental laboratory’ and ‘the classroom as discourse’ while proposing a new metaphor, ‘the classroom as coral gardens’. These three metaphors seem to have a significant impact on language learning research influencing the researcher, the teacher as well as the learners. But, the essential question that lies with us here is that the three metaphors are partially true and there is still a need for further development on the methods of investigating the culture of the classroom and re-exploring its potential more precisely. SUMMARY According to Breen (2001), assumptions of the second language development were made on the basis of the relationship that exists between the social process of classroom group and the individual psychological process. In the effort to relate such relationship in a social event, the teacher was identified as a direct participant influencing the psychological development by continually integrating the learning experiences of each individual with the group activities as a whole. Understanding the social anthropology of language learning by taking into account the expectations, values and beliefs will influence how we perceive the classroom group and how we shape the learning environment of the language classroom. In particular, the writer defines and describes the classroom situation in the form of metaphor vis-à-vis classroom as experimental laboratory and classroom as discourse. He also proposes the third metaphor which is classroom as coral gardens to better facilitate our understanding of classroom language learning. The first metaphor ‘the classroom as experimental laboratory’ is based on Krashen’s Second Language Acquisition Theory. In the attempt to explain the classroom as experimental laboratory, the writer highlights the primary function of the language classroom as can be seen by the correlation between both exposure towards a linguistic input and learning outcome. The value and purpose of the classroom can produce an optimum input to the learner by providing a good form of linguistic data. The role of a teacher is portrayed as a surrogate experimental psychologist, who holds a responsibility of facilitating comprehension to individual learners and reinforce good learning behaviours accordingly. In explaining the second metaphor, ‘the classroom as discourse’, Breen highlights the primary focus of the classroom-oriented research which intends to understand the discourse of classroom communication. It sets the teacher and learners as active participants whereby classroom can be explored as a text. This metaphor reveals much of the specific interaction patterns going in the particular language learning situation such as teacher-learner negotiation, various error treatments by teachers and variables participation by learners. As I have already summarized both of the existing metaphors, the third metaphor which portrays ‘the classroom as coral gardens’ derives from Malinowski’s classical studies of Trobriand island cultures describing it in Coral Gardens and Their Magic (Malinowski, 1935). This metaphor is proposed to make sense that in order to understand a language classroom, observation alone on the surface level of the classroom discourse is inadequate. Simply put, one cannot understand the culture just by learning the language. The gist of classroom as coral gardens is trying to emphasize on the importance of understanding the classroom situation which can result in increasing learners’ engagement, motivation and participation for the betterment of language learning. Again, in justifying his own belief on this metaphor as genuine culture, Breen highlights on the significance of perceiving the classroom as a real place with its own culture to help us exploit its complexity as a resource for language learning. He briefly describes eight essential features of the culture of language classroom as being; 1) interactive, 2) differentiated, 3) collective, 4) highly normative, 5) asymmetrical, 6) inherently conservative, 7) jointly constructed and 8) immediately significant. Exploring his purpose in writing this paper, Breen invokes the reader with the arising questions from both researcher and teacher mentioned earlier. He illustrates the definition of the classroom situation in the form of metaphors that can aid researchers within the current language learning research. Thus, suggesting a possible future investigation for the culture of the language classroom will be more of a revelation rather than just identifying it as a metaphor. CRITIQUE Breen’s explanation whether the social context for language learning is in a neglected situation can be summarized by its strengths in relating the classroom situation in a metaphorical form: “Metaphors may create realities for us, especially social realities. A metaphor may thus be a guide for future action. Such actions will, of course, fit the metaphor. This will, in turn, reinforce the power of the metaphor to make experience coherent. In this sense metaphors can be self fulfilling prophecies.” (Lakoff and Johnson, 1980) Yet, the flipside of having a metaphor may also influence the way people understand it and lead to different interpretations. The question of how those metaphors will be received (bought) by other people for instance describing a classroom as a beehive would be perceived as negative- uncontrolled and chaotic, but to the optimistic mind might perceive the same behaviour as productive in the sense of learners are ‘busy as bees’ possessing positive traits of bees: active, hardworking and working as a team to achieve the same goal. The second point of my evaluation on this article would be on the Second Language Acquisition theory (SLA). The distinct process in which an acquisition of a language is through a conscious process of absorbing new facts and retaining the information or skills via formal instructions holds true in the as proposed by Stephen Krashen (1982) . Although the writer mentioned experimental laboratory as a metaphor in relating it to SLA, here I have to agree with what Breen argued it to be asocial and psychologically disadvantage. Although Breen viewed the classroom as providing an optimal input to the learner, it reduces the language learning to linguistic or behavioural conditioning independent of learners’ social reality (Cameron, 2001). Similarly, another questionable aspect of the second metaphor ‘the classroom as discourse’ is that it limits the classroom solely on the teacher-student talk and fails to reveal a multitude of internal factors ranging from views and opinions, feelings and intentions of each individual learners (Allwright, 1999a). Perhaps the most outstanding part that can be said in this article is that Breen’s boldness in conceptualizing metaphors to explain the classroom situations providing an in depth view of an anthropological aspect thus discovering exactly what is going on between people underlying meanings of the classroom much more fully. Despite his extensive explanation on the metaphor, I could only agree with the coral gardens metaphor to a certain extent. If a language classroom is seen as ecology in which beliefs, values and relational ethics have their effects in the development of a culture that helps effective and meaningful language learning to take place as stated by Eccles

Leadership Innovation & Change W4 Case Study

essay writer Leadership Innovation & Change W4 Case Study.

Complete Case 6.1: A Question of Communication? A Change Project in a Local Government Agency in New Zealand (Pages 221-223) and address the following directives: Carefully READ the entire CASE first, and review again the chapter(s) pertaining to the case(s). Take time to critically think about all of the aspects of the case(s). Write a brief Overview/Summary of the case in your own words describing the nature and/or background information pertaining to the case. (Minimum 1/2 -1 page) In your opinion, what were some Critical Aspects in the case that were identified? What were some Critical Aspects that you perceived to be very vital? (Minimum 1 page) How were you able to make those Assessments of selecting the critical aspects or components for the case author/writer and for yourself? (Minimum 1 page) Identify and/or list some of the Outcomes, Solutions and/or Resolutions you extrapolated from the case. (Minimum 1 page) Write a Reflection on what you learned from the case pertaining to global leadership. (Minimum 1 page) Make sure your paper format is outlined with the above: (1) Cover Page Sectional Headings; (2) Overview/Summary; (3) Questions and Answers; (4) Critical Aspects and/or Assessments; and (5) Reflection page. General Expectations for All Written Assignments: Papers should follow current APA guidelines in terms of type, margins, and citations and address the following areas:Address the actual assignment topic. Consult the instructor for additional information or clarity on assignment instructions.Cover the assignment topic in sufficient detail and depth with scholarly sources to support claims.The content should reflect ample use of required readings and other course materials.The Case Study Analysis Rubric provides grading guidelines.
Leadership Innovation & Change W4 Case Study

Linux Operating System

Linux Operating System.

Research, Practice (hands-on), and document Process Control and Management in a modern day operating system.Discover and Practice how to manage process running in a Linux environment.  For this assignment you will need to obtain a copy of a Linux distribution.  There are several popular distributions that are freely available from sites such as Linux.com.  Your objective is to:A. Determine the processes that are running,B. How to start a new process and assign it a priority,C. How to change the priority of a process that is currently running.You Must need to include screen shots of their systems in respect to A, B and C and include a brief summary for each task.Also, discuss the scheduling algorithm used in the Linux operating system.  In a separate section, do some research on the Microsoft Windows 7 operating system, specifically on:A. How to determine the processes that are running,B. How to start a new process and assign it a priority, C. How to change the priority of a process that is currently running.  Provide a 2 to 3 paragraph summary of you findings, including a few illustrations if they provide added value to your summarization. Also discuss the scheduling algorithm used in the Windows operating system. Be sure to proof and edit your work before submitting. Always cite your source using APA guidelines.Note : Please Take Care of the Grammar and Screen Shots.  
Linux Operating System

Review the following tutorial to learn more about the Female Rproductive System. Complete your essay by answering the following questions

Review the following tutorial to learn more about the Female Rproductive System. Complete your essay by answering the following questions. I need support with this Anatomy question so I can learn better.

The Reproductive System. Bozeman Science Retrieved April 2, 2018 from
The process of spermatogenesis in the male testis. Be sure to include in your discussion how mitosis, meiosis I and meiosis II are involved in spermatogenesis and the hormones and supporting cells that regulate this process.
The process of oogenesis in the female. Be sure to include in your discussion how meiosis I and meiosis II are involved in oogenesis, and describe the hormones responsible for the development of the egg and release (ovulation)
Compare mitosis and meiosis. What is similar about these processes? What is different? Why is it important that meiosis be used in sexual reproduction?
View the following tutorial on Mistakes in Meiosis. Research an example of a dis order in which a mistake is made during meiosis. Describe the disorder. What are the consequences?

Review the following tutorial to learn more about the Female Rproductive System. Complete your essay by answering the following questions